ADHD syndrome attention deficit hyperactivity disorder (there is also a "version" of this syndrome without hyperactivity, referred to as ADD).
It seems, however, that the problem of children with this syndrome is not always adequately understood, while the reactions to the story about it are somewhat different. While some immediately, without further information, recognize a hyperactive child in their child, at the other extreme it is revolted that it is a popular Western fabrication.
Many children, we will all agree, are hyperactive in the "folk" sense. What does it mean, however, that a child is really hyperactive, in the sense that he has ADHD syndrome, and how can he be helped?
And you should definitely not close your eyes to this problem (although it would be really difficult to close your eyes), because ADHD can significantly affect the quality of life - both for the child and his family. If, on the other hand, one reacts in a timely and correct manner, a child with ADHD will find it much easier to cope with the obstacles that this "pain" brings with it. So let’s spread the story, and move on in order.
How does ADHD syndrome manifest itself?
Experts agree that ADHD syndrome can be noticed in early childhood, although such a problem is usually ignored at this age. Difficulties to sit still when expected, chatter, intrusion, conflicts with children in kindergarten, "mountaineering" ventures on furniture and various other objects - all this can be easily attributed to a simply lively child, rudeness and bad upbringing.
The problems become more noticeable, you will guess, of course - with going to school; because school is certainly a place where one must sit still and where certain demands and tasks are set before the child. While, on the one hand, a child with ADHD syndrome will come to light as a "hyperactive child" with his fidgeting in a chair, occasional getting up and talking in class, on the other hand, there will be difficulties in learning.
Regardless of their IQ (moreover, most people with ADHD syndrome have normal or above average intelligence), these children usually achieve poorer results. The problem, in fact, lies in the "living trouble" of focusing on what the teacher is saying, or on the task assigned to them. Namely, their attention is very short-lived, and the organization is mostly weak. In addition, it seems that these children find it harder to orient themselves in time and often forget about it, and they are usually prone to violent emotional outbursts.
However, it should be borne in mind that ADHD does not manifest itself identically in all children (and adults) and is generally classified into three types:
Hyperactive-impulsive type
"Inattentive" type (mostly characterized by problems with concentration and indecision, while hyperactivity is absent)
Combined type (containing the combined characteristics of the previous two types)
But children with ADHD can be very different individually. Personality, of course, does not boil down to ADHD syndrome. Some children, for example, may have major problems with socialization, while others are accepted and loved by their peers. In this regard, of course, parents and teachers play a big role. Their role is of great importance when it comes to other characteristics that the child will develop. Misunderstanding and excessive criticism can, for example, easily lead to low self-esteem, aggression, fear of disappointment, and even depression.
What, exactly, is this "angry pain" called ADHD?
Although ADHD has long been the focus of scientific research in the world, some questions about the nature of this syndrome still remain a real playground for various speculations. The subjects of the dispute mainly concern causal factors and appropriate therapy. On the other hand, some other questions seem to encounter their experimentally confirmed answers. But let's go in order. So, according to the findings and theories, what lies behind the "angry pain" that can cause so many problems for a fully intelligent child?
Namely, we all know that external behavior is a reflection of something "inside", so we could assume that it is overemphasized, frequent and unusual behavior based on some neurological diversity.
Numerous studies related to ADHD have just detected these differences. Some point to the fact that people with ADHD have a lower number of neurotransmitters, others that they have a slightly weaker blood flow in the frontal part of the brain, which has a significant role in regulating behavior and attention. Third, again, that brain activity in these individuals in this region is somewhat weaker. Fourth, performed by electroencephalography, they detect a higher level of slower brain waves, which, in turn, is associated with attention… How, then, based on this knowledge, is ADHD classified in general?
Some specialists, such as Russell Barclay, author of Taking Charge of ADHD, define this syndrome as a developmental disorder. Others, again, tend to drop the word "disorder." For example, John Taylor, in his book The Survival Guide for Kids with ADD or ADHD, addressing children themselves, points out: When you have ADHD, your brain and body are not sick. You don't have bad cells in you. Having ADHD does not mean you are stupid, lazy, crazy, bad or sick. This means that there are some differences in the way your brain works, which makes you exhibit some ADHD traits. Similarly, in the book Deficit of Attention and Hyperactivity of Children by Nebojsa Jovanovic and Coatura Tatjana Firevski Jovanovic and Sandra Jovanovic, it is clearly pointed out that the term "disorder" changes the term "diversity" more adequately, as it is considered diversity, not disorder, for example. , “Left-handedness”.
The somewhat philosophical theory of the above-mentioned Russell Barclay (a specialist with a not so kind definition), which he presents in his above-mentioned book, is also interesting, and it would be worth retelling it here.
Namely, according to Barkley, the three main symptoms of ADHD (low concentration, impulsivity and hyperactivity) can be reduced to the problem of inhibition of behavior. Barclay is, in fact, inspired by the theory of Jacob Bronowski, a philosopher, mathematician and physicist, according to which human communication differs from the way other types of communication in one important respect - the ability to react in a certain situation. In other words, humans have the ability to inhibit the immediate urge to respond. This ability, in fact, enables us other mental abilities: to create the meaning of the past and the future, to create internalized speech, to separate emotions from information and to analyze the given information. Barclay wants to add to this the ability to internalize emotions.
If then, as Barkley points out, it is true that ADHD is a problem of inhibiting the reaction, then people who have ADHD syndrome actually have a problem with the listed mental abilities. First, with the perception of the past and the future. Namely, according to this theory, children with ADHD react too quickly to take into account past experiences and consider how they can be helpful in the future. In addition, time passes more slowly for them, hence the strong impatience. They have less developed internalized speech, so they are more talkative. They do not give themselves time to separate emotions from facts. They find it harder to internalize emotions, which leads to the problem of internalizing motivation. And when it comes to analysis and synthesis, they perform these functions less well.
But, in addition to all these problems that make life difficult, a child with ADHD can overcome the listed obstacles and be very successful. Children with ADHD can, moreover, be very gifted. Mozart is just one of the examples of famous people who, according to many sources, are believed to have had this syndrome (recommendation: see the film Amadeus by Miloš Forman). Even Barkley, with his strict definitions, points out that because of their overemphasized emotionality, which can lead to a great conviction in a certain idea, they can grow into great writers, actors or traders. The "pain" called ADHD is not quite "angry", and according to many experts, it can be controlled.
But before we look at examples of how to make life easier for children with ADHD, let's mention theories about what causes these neurological differences.
The following are usually cited as causes of ADHD syndrome:
*Smoking or alcohol consumption during pregnancy
*Lead exposure
*Heritage
However, as Russell Barkley points out in his book, the first two, for now, are only related to ADHD. In other words, what can be concluded based on existing research is only that there is a risk when it comes to these items.
Barkley, on the other hand, has dedicated a good number of pages of his book to dispelling media myths about what causes ADHD. According to his claims, no findings prove that it is a question of a certain diet, sugar, food allergy, and the like. On the other hand, some authors of manuals on the fight against ADHD, so to speak, recommend, among other things, a certain diet. But let's move on to what is recommended for children and parents in general as help.
How to help a child with ADHD and how he can help himself
Barclay, for example, cites 14 golden rules for parents. Namely, parents should:
1.they provide their child with immediate feedback and reinforce his behavior. In other words, Barkley explains, in order for a child to persevere in a task, it is necessary to react positively to praise, compliment, and sometimes reward with each of his achievements, just as negative behavior should be immediately followed by a decree or punishment in the form of deprivation of privilege. In doing so, the parent should clearly and without shouting express what exactly the child did good or bad
2.provide more frequent feedback. Children with ADHD need more frequent feedback to persevere in the task. Instead of waiting to praise the child only at the end of the task, it would be more efficient, Barkley points out, to parcel out the task and agree with the child to collect points for each work done. In doing so, the total score would lead to a certain privilege.
3.use more powerful consequences. That is, to allow the child harmless rewarding pleasures, because the outside will encourage them to devour them more powerfully.
4.incite a child before resorting to punishment. The punishment itself, as Barkley explains, is not very effective without positive feedback, and can lead to other negative consequences, such as the child's resistance and bad emotions.
5.externalize and parcel time. This simply means that children with ADHD, due to their poor orientation in time, should set alarms and play stopwatches as a warning. More complex tasks should be broken down into more time intervals.
6.outsource important information. That is, to bring to the child's work environment important information and instructions in physical form, for example, on paper. It will serve as a reminder and a warning.
7.externalize sources of motivation. As a child with ADHD has difficulty developing inside information, it is necessary to support his behavior at work, similar to point 3.
8.externalize the child's thought process. For example, the child should be encouraged to write down their ideas, when, for example, they should think about the task. In that way, he will be able to sort out his thoughts more easily and will not forget the previous ones
9.be consistent in their behavior towards the child. In other words, to be persistent and consistent in the application of certain behavior, and not to treat the child in one way when they are alone with him and in another when they are in public.
10.they act more than they explain. This is recommended for the simple reason that children with ADHD are more sensitive to the consequences than to the story.
11.plan problem situations in advance. That is, based on past experience in a similar situation, anticipate the problem and make a response plan.
12.control their behavior. In other words, parents must not forget that they are parents. If they lose patience, they could try to look at the problem from the perspective of a stranger.
13.they do not personally understand their child's problems
14.to learn to forgive - the child for his outbursts, others for criticism, and themselves for occasional failure
In addition to numerous adult guides, there are similar manuals for children. The already mentioned John Taylor, in his book Survival Guide for Kids with ADD or ADHD, "talks" with a child-potential reader, about the way he can overcome the difficulties he faces every day.
For example, when it comes to decision making, Taylor recommends the following steps to a child:
1.Get acquainted with the situation you are facing. (Have you ever been in such a situation? What did you do then? Did it work? Who could help you?)
2.Identify choices (Try different ideas in a given situation. Name them plan1, plan 2, plan3). Consider the good and bad things that can come from any plan).
3.Try to implement the best plan.
4.Evaluate your plan. (Assess whether it worked).
In this book, which, being intended for children, is written in a warm, friendly tone, Taylor also gives advice on the organization and tasks at school, emotion control and relationships with peers. And he, like Barclay, suggests stopwatches and breaking tasks into pieces.
However, how can a child with ADHD still be helped, and what do experts suggest?
You have probably heard that psychiatrists prescribe medications in some cases that make it easier to control behavior and reduce problems with concentration. Individuals, however, advocate so-called neurofeedback training, that is, biofeedback, like our specialist Nebojsa Jovanovic. Let's say, for the end, a few words about it.
During this "training", the therapist places sensors connected to the computer on the child's head, and it is possible to monitor the level of brain waves on the monitor. The child is then given certain tasks and they practice their brain activity and their concentration. According to some research, the effectiveness of this method is another myth (Barkley is certainly one of the experts), while according to others, it really gives results, not only when it comes to ADHD, but also other problems of various natures. If nothing else, this treatment is not harmful, and it is a much more natural method of improving brain activity.
So much for, in short, about ADHD. For more information there is more than a lot of literature.
What lay people are arguing about is whether ADHD as a disorder does not exist at all.
What scientists are arguing and speculating about is what exactly causes ADHD and which types of therapy give (the most effective) results. What scientific circles agree on is that ADHD has its own neurological background.
What we all have to agree on, assuming, of course, that we believe in the theory of ADHD, is that the problems of a child with this syndrome need to be approached more responsibly. It may not need to be treated significantly differently (many tips can be applied to the upbringing of every child), because a hyperactive child is, after all, a normal child, with certain difficulties, so that, in the end, we define it with copyright.
An impressive article, well try dear