Essence of hyperactivity.

Hyperactive (synonym - hyperdynamic) - type of character characterized by an elevated mood, a high degree of activity with a tendency to scatter, not to bring the work started to the end (Chistyakova M.I., 1990).

Such children were called hyperactive, hyperkinetic, suffering from minimal brain dysfunction.

Recently, due to the widespread prevalence of attention deficit hyperactivity disorder (ADHD), it is the object of research by specialists in the field of medicine, psychology and pedagogy. Attention deficit hyperactivity disorder is accompanied by a delay in the maturation of higher mental functions and, as a result, specific learning difficulties. Children with ADHD have difficulty planning and organizing complex activities. Most of them have:

Weak psycho-emotional stability in case of failures;

low self-esteem, stubbornness, deceit, irascibility, aggressiveness, self-doubt;

Hyperactive children with their behavior from early childhood, as it were, challenge the world around them. They are not like other children, their behavior is sharply beyond the usual for children of their age. Often they feel rejected, separated from the team. Psychological examination reveals in most of them increased anxiety, anxiety, as well as internal tension, anxiety and feelings of fear. Such children, to a greater extent than others, are prone to depressive mood, easily upset because of failures.

Outwardly independent, it is they who, in contrast to the "quiet", mentally stable children, especially need attention. However, the lack of communication skills, the habit of accepting any help with a challenge leads to the fact that they reject it with their behavior. (Kosheleva A.D. Alekseeva L.S., 1997).

A hyperactive child can be immediately distinguished from a group of other children by a characteristic posture, the behavior of a “fighting cockerel”, ready to rush into a fight.

The onset of symptoms of hyperactivity is attributed to the beginning of the child's visit to kindergarten (3 years), and the first deterioration - to the beginning of schooling. This pattern is explained by the inability of the child's central nervous system to cope with the new demands placed on him under conditions of increased mental and physical stress. The maximum severity of manifestations of hyperactivity coincides with the critical periods of the formation of the central nervous system in children. Three years - the beginning of the active development of attention, memory and speech. A forced increase in loads at this age can lead not only to behavioral disorders in the form of stubbornness and disobedience, but also to a lag in neuropsychic development. The age of 6-7 years is a critical period not only for the formation of written speech, but also for voluntary attention, memory, purposeful behavior and other functions of higher nervous activity.

The main signs of hyperactivity and their manifestations.

All authors distinguish leading manifestations (ADHD): weakness of inhibition, motor disinhibition, restlessness, increased excitability. Mandatory symptoms: instability of attention, distractibility, increased exhaustion, a violation of purposeful activity of varying severity. A feature of the thinking of hyperactive children is that for them for a long time, up to 6-8 years, visual-effective thinking remains the leader, that is, in order to understand something, they need to touch, move. Not seeing the goal, children cannot keep in mind a certain sequence of actions, since it is not internally determined for them, hence the chaos, distraction to other activities, inability to work according to the model. Visual-figurative, and even more so verbal-logical thinking in such children is not yet developed. The activity of hyperactive children is unfocused, unmotivated and does not depend on the situation - they are always mobile.

The main symptom, hyperactivity, is a sign "attention disorders" the child cannot concentrate for a longer or shorter time on any activity, his attention jumps from one subject to another. Such children, without achieving a result, often quit the lesson.

When people say "attention deficit" they mean the inability to concentrate for a short period of time.

The child is not only unable to complete the task assigned to him, but also careless in its implementation. This behavior is usually less noticeable in a one-on-one situation or in normal environments.

Hyperactivity in children is characterized by the fact that they extremely mobile, all the time running, spinning, trying to get somewhere. Hyperactivity is manifested not just by excessive motor activity (which can occur even during sleep), but even by anxiety, extraneous movements during tasks that require perseverance. The activity of hyperactive children is unfocused, unmotivated and does not depend on the situation - they are always mobile, although by the end of the day, due to general fatigue, "hyperactivity" is expressed in tantrums, causeless attacks of irritation, tearfulness. (24).

So, in kindergarten and school, they can interfere with teachers, distract peers and provoke their correct behavior during classes. It is important to take into account the fact that, once in a new environment, when meeting strangers, the child usually does not show his characteristic hyperactivity, which disappears for a while, “slows down” against the background of excitement. This circumstance can make it difficult to identify hyperactivity during consultation with a specialist at the first meeting with the child and parents.

Hyperactivity is often associated with underdeveloped fine motor skills and self-care skills. Preschoolers and younger students often have difficulty buttoning buttons and tying shoelaces, as well as constructing, modeling, and drawing. (Zavadenko. N.N., 2000. Wander. R., 1997. Shader. O., 1998).

May also be noted violations of spatial coordination, manifested in awkwardness, clumsiness. They seem to not "fit" into space, stumble on corners, often go to the breach, not paying attention to obstacles.

Violations are extremely important for understanding the nature of hyperactive behavior and for correcting its manifestations. emotional sphere. First of all, it is excessive excitability and impulsivity. The child shows increased emotional activity, which is expressed in increased talkativeness. Children with hyperactivity are characterized by frequent mood swings. They easily move from tears to laughter, quickly forget their failures.

Inconsistency and unpredictability in behavior make hyperactive children undesirable members of the children's team. As a rule, they have broken relationships, both with peers and with adults.

In addition to attention disorders, increased motor activity and impulsivity, hyperactive children are characterized by excessive talkativeness, irritability, infantile behavior, excessive capriciousness.(Kosheleva A.D. Alekseeva L.S., 1997).

The manifestation of hyperactivity is very diverse, different authors note up to 100 features. We give the frequency of occurrence of the main signs of the syndrome. In the first place are attention disorders - the frequency of manifestation is from 96 to 100%, then increased motor activity - from 80 to 84%, impulsivity - 63 - 84%. In 80 - 90% of cases, it is difficult for a child to sit still, he does not finish the work he has begun, interrupts and interferes in the conversation of adults. In 73% of cases, it is characterized by a frequent change of activity, problems with learning are noted in 80% of cases; there are difficulties in terms of social development - in 64% of cases, there is talkativeness - in 47% of cases; sleep disturbances are noted - in 21% of cases.

According to the severity of symptoms, hyperactivity is classified into three groups: mild, moderate and severe. With a mild form, the symptoms are minimally expressed, there are no violations in school and social life. In a severe form of the disease, many symptoms are revealed to a large extent, there are serious learning difficulties, problems in social life. The average degree is a symptomatology between mild and severe forms. Thus, hyperactivity is a pathology of the mental development of a child's personality, requiring timely diagnosis and complex correction of psychological, medical and pedagogical. But this condition has more optimistic possibilities of rehabilitation if it is carried out at the age of 5-10 years.

Causes and factors preceding hyperactivity.

The causes and mechanisms of hyperactivity development are complex and remain poorly understood, despite a large number of studies. To explain the possible mechanisms of its development, neuromorphological, genetic, neurophysiological, socio-psychological and other concepts have been proposed.

In each age period, there are reasons for characteristic deviations in the development of the child and specific behavioral disorders. The beginning and development of many deviations at an older age are prepared in the early periods of development. In view of this, it is necessary to consider these features.

The first year of a child's life- this is the age period of the strongest and unstoppable desire for development and at the same time this is the period of the greatest defenselessness. Throughout his life, the child and his development as a whole depend on the cares of adults.

Prematurity is a danger to its development and carries a serious risk for future deviations. The source of mild vulnerability of mental development in infancy is the often disturbed emotional balance in the child and the creation of emotional imbalance. The reason for this is the absence or insufficiency of positive emotional influences on the part of adults who care for him.

early childhood This is age from 1 to 3 years. At this age, the child's attitude to the world, interest in everything that surrounds him, what he sees and hears, are determined, first of all, by the feelings that they generate in him. At this age, the child experiences a deep, real need for the ardent love of close people, and this helps him easily and quickly become attached to them and everything connected with them. On the contrary, the assimilation of even the most common manifestations of a person - walking and talking, slows down very much if the child is deprived of the presence and warm attitude of people who love him.

Very often, in the presence of some behavioral disorders in older children, the onset is found in insufficient emotional impact and dissatisfaction at an early age.

Another reason may be the transfer of attention of parents to the second child.

Another feature of the age, which can easily be associated with deviations in the behavior of the child, is the negativism characteristic of this period - opposition to the will of an adult. A child, who in infancy was in complete subordination and dependence on adults, can already walk independently in the second and third years of life. He no longer needs someone else's help. It is quite natural that he tests his strength and wants to prove himself as an independent being and do everything himself.

He wants to walk, act, change everything, but an adult does not allow him to do this. Conflicts are created that are not always noticeable, sometimes very sharply, can disrupt the correct course of the child's development.

Psychologists and teachers Tambiev A.E. and Medvedev S.D. define this period as the beginning of a crisis in development, when the child moves to independence. Any desire of adults to subdue or even "break" the child's stubbornness, as well as ignoring this manifestation, can cause the child either to become unbridled, or his will to be broken and oppressed. (35).

preschool age covers a period of 3 to 6 years. This age is characterized as a period of games. Playing for a preschooler is an inexhaustible source of joy and pleasure.

With the ability to observe the child's play, it is possible to establish some developmental deficiencies, some behavioral disorders.

All points of view on the cause and course of hyperactivity can be combined into three large groups: biological, genetic and socio-psychological.

Proponents of the first group of reasons - biological- believe that there is a reliable relationship between the disease and organic brain lesions that occur during pregnancy and childbirth, as well as in the first years of life.

Biological factors of the disease according to the time of their exposure are divided into (pre-)perinatal and early postnatal pathology.

Factors of perinatal pathology can include toxicosis during pregnancy, exacerbation of chronic diseases in the mother, infectious diseases during pregnancy, taking large doses of alcohol and smoking of the mother during pregnancy, injuries in the abdomen, immunological incompatibility by the Rh factor, attempts to terminate the pregnancy or threatened miscarriage. The unborn child is also affected by psychosocial factors: stress and trauma experienced by the mother, as well as unwillingness to have this child.

Any disease in infancy, accompanied by high fever and the use of strong drugs, can adversely affect brain maturation, which lasts up to 12 years. Concussions, severe bruises, and head injuries can seriously impair brain function at any age.

Biological factors play a decisive role in the first two years of a child's life. The development of the child is largely determined by the nature of his environment, especially in the family. The psychological microclimate in the family has a great influence: quarrels, conflicts, alcoholism, immoral behavior of parents are reflected in the psyche of the child. The peculiarities of upbringing are also important - hyper-custody, selfish upbringing like the “idol of the family” or, conversely, pedagogical neglect, as mentioned earlier, can cause the development of psychopathology. Living conditions and material security play an important role. In children from families with a high socioeconomic status, the consequences of (pre-) and perinatal pathology disappear by the time they enter school, while in children from disadvantaged families in this respect, they continue to persist.

In favor hereditary the nature of hyperactivity is evidenced by the results of geneological studies. With the development of molecular genetics, the hereditary concept of hyperactivity has received new confirmation.

Abnormalities in several genes associated with the symptoms of the disease have been found.

However, the search for a specific gene that causes this disorder of behavior and attention has not yet been successful.

According to many researchers, an important role in the formation of hyperactivity is played by socio-psychological factors, including intra-family and extra-family. The influence of biological factors is crucial at a younger age, but then the role of socio-psychological factors, and, above all, the intra-family situation, increases.

Zavadenko N.N. in his studies, he noted the influence of the following negative intra-family factors 10.

Growing up in incomplete families (absence of father, mother or both parents);

remarriage of parents;

Frequent conflicts in the family;

Different approaches to raising a child with parents;

Low level of education of mother and/or father;

Prolonged separation from parents

Severe long-term illness;

Death of one of the parents;

Alcoholism or drug addiction in relatives;

Low material security of the family;

Unfavorable living conditions.

Each child has his own developmental path, but along with great individual differences, children of the same age have something in common that makes them similar to each other. These are their age characteristics.

The transition from one age period to another is often accompanied and characterized by well-known crisis states in development, in which instability of the psyche and behavior prevails: the child, as it were, loses the old way of relating to the world around him and to himself and begins to develop a new stereotype for himself.

The emotional connection of the child with family members is violated in this case, and, above all, with the mother. Considering the influence of intra-family relations on the psyche of the child, we will consider this in more detail.

The family gives the child something that no other social institution can give - an intimate personal connection and initial unity with relatives, and therefore the nature of the parent-child relationship is of paramount importance for the mental health of children.

The most important feature of family education is its emotional, intimate nature, based on family feelings and expressed in the deep love of parents for children and children for their parents. Of the many components of family education (such as emotional stereotypes of behavior, marital and parent-child relationships, etc.), the problem of maternal attitude is the key one. Let's take a closer look at the influence of maternal relationships.

Maternal relationships and their impact on the occurrence of hyperactivity.

Maternal attitude as a complex, systemically organized quality of mother's behavior is the result of the interaction of numerous motivational relationships. Among them the most significant are:

The totality of attitudes and value orientations previously formed in the mother as stable constructs (foundations) of consciousness, primarily in relation to the child;

Features of the existing structure of the mother's personality or individual traits of her personality, mediating the appearance of certain attitudes and orientations in her, for example, rationalism or selfishness, or, conversely, high sensitivity, empathy, suggestibility;

Finally, the system of motivational relations as a result of specific ways of interaction that are carried out as a situational two-way contact, due to the current state of the child and the current state of the mother, and influencing the initial attitudes of the mother.

Of course, a number of other factors also play an important role, for example, the sociocultural environment, the characteristics of marital relations, and the individual psychological characteristics of the development of the child.

The focus should be on two groups of parameters:

1. The nature of the actions of the mother, addressed to the child.

2. The nature of the mother's emotional experiences caused by interaction with the child.

Kosheleva A.D. and Alekseeva L.S. give a definition of maternal relations - this is, first of all, the severity of the emotional relationship between mother and child and its qualitative features. And from this point of view, maternal relationship parameters:

Expression in the behavior of the mother of emotions addressed to the child, and their modal characteristics (for example, support, suppression, rejection or aggression);

The emotionality of the mother as a whole (unemotional, emotional, but balanced, affective, conflict);

The psychological distance between mother and child, first of all emotional, then spatial-physical;

Features of dominant actions that provide real interaction with dominant emotional experiences (verbal contact, tactile contact and visual, game interaction, etc.);

The ability of the mother to maintain a comfortable state of the child under stress (can she protect when faced with danger, an aggressive environment, is she able to distribute her own emotions between the child, the environment and other people).

These options allow you to select four types of parenting:

Type I - emotionally supportive and accepting;

Type II - emotionally overwhelming;

Type III - emotionally rejecting;

Type IV - severely aggressive.

The role of the family, and, above all, the emotional connection between the child and the mother, in the consolidation and sometimes in the occurrence of hyperactivity as a certain way of the child's interaction with the world is extremely high. It is the dissatisfaction of the child with communication with close adults that often causes such behavior, because for a preschooler an adult is the center of his emotional life: relationships, contacts with other people, attachments.

In many families, hyperactive children are under the unrelenting control of the mother. They control, give a lot of instructions, but are less affectionate towards children, encourage and praise them little.

In some cases, children with hyperactivity can provoke parents to react violently, especially if the parents themselves are unbalanced and inexperienced. Hyperactivity in children can be expressed due to insufficient or inadequate education, and on the other hand, a child with hyperactivity creates the conditions that cause difficulties in relationships in the family.

Hyperactive children have a huge deficit in physical and emotional contact with their mother. Due to the lack of these important contacts, disorders in the emotional sphere most often occur: anxiety, uncertainty, excitability, negativism. And they, in turn, are reflected in the child's ability to control himself, restrain himself, be attentive, switch to something else. Early detection of hyperactivity allows for timely preventive and corrective measures.

Hyperactivity is most pronounced in children of senior preschool and primary school age. During this period, the transition to leading, educational activities is carried out and, in connection with this, intellectual loads increase: children are required to be able to concentrate on a longer period of time, to bring the work they have started to the end, to achieve a certain result. It is in conditions of prolonged and systematic activity that hyperactivity manifests itself very convincingly. Parents suddenly discover numerous negative consequences: restlessness, disorganization, excessive mobility of their child and, worried about this, seek contacts with a psychologist.

The analysis of each specific case of hyperactivity is a voluminous work, including in terms of time, that requires a certain organization. It is important to follow the sequence of study steps:

1) analysis of information received in the initial conversation with parents, as well as available information from doctors, educators, teachers, and other persons interested in the child (method of obtaining "independent characteristics");

2) a conversation with parents aimed at collecting information about the previous stages of the child's development, his health, intra-family situations and relationships, circumstances of the social plan;

3) information from other institutions, including previous surveys (if available);

4) information about the state of health of the child at the time of the examination;

5) observing the child at home, at school or in a center;

6) experimental-psychological examination, cumulative analysis of all received materials with discussion by various specialists.

An important addition to the survey is the analysis of the products of the child's activity (drawings, school notebooks, crafts, hobbies, toys, collections, etc.), as well as the results of studying the personality of the parents.

In accordance with the general scheme of age-psychological analysis, the psychologist groups the information received into the following four sections:

Information about the history of the development of a hyperactive child and the state of his health;

Information about the peculiarities of the social environment in which the child grows up (family, kindergarten group, other institutions that he visits);

Features of the behavior and activities of the child (during the examination, in the family, kindergarten, school, other situations);

Differentiated characteristics of the development of the cognitive and emotional-personal spheres of the child.

The information obtained allows the psychologist-consultant to give a general assessment of the development of a hyperactive child, describe the degree of his difficulties, assess the degree of their complexity and depth, highlight the factors associated with the appearance of these difficulties, determine the areas of influence in order to eliminate or reduce the severity of the problem. Based on this information, the psychologist develops a correctional program or proposals for psychotherapy.

All of the listed types and sources of information are of independent importance and require specific means and methods for obtaining it. These include: observation, conversation, experimental psychological methods and tests, tests for joint activities of a child and an adult, teaching methods, questionnaires, and many others. All of them have specific features of application in the practice of counseling parents.

The first task facing a practical psychologist, when he proceeds directly to the examination of a hyperactive child, is to establish a good mutual understanding with him. Without sufficient interest and attentive attitude of the child both to the situation as a whole and to the specialist himself, it is difficult to count on obtaining reliable results. That is why it is important to win over the child to yourself, relieve him of possible anxiety, try to create a mood that will help him to fully reveal his abilities. This is the initial stage of the examination procedure, regardless of whether it will be further carried out using standardized or clinical tests. (Zavadenko N.N., 2000).

Examination of a hyperactive child should be given the character of an ordinary game or conversation. In no case should one emphasize the special significance of the procedure, its unusualness. It is necessary to give the child time to get used to the new situation, get used to the room, consider with him everything that attracted his attention. It is important to address the child by name, not forgetting to also immediately identify yourself. After explaining the purpose of the contact, it is necessary to include him in the examination situation by offering to look at picture books or a simple but interesting toy. It is unacceptable to hurry with the start of the examination and ask questions of interest to the specialist before the hyperactive child gets used to the unusual situation.

Given the difficulties of establishing contact with hyperactive children, for a start, you can resort to joint activities with the child - drawing or playing. Some of the common mistakes in screening hyperactive children can be avoided by: recommendations:

for the sake of examination, it is not necessary to tear the child away from activities that are interesting for him. Even having obeyed, he will not show interest, will work hastily, absent-mindedly, and as a result, the results will be distorted;

The examination must necessarily take place in a specially equipped room, a quiet, bright room, devoid of bright, unusual objects that distract the child;

The overall pace of the examination should be adapted to the individual characteristics of the child, provide for a quick change of various tasks.

The psychologist must know exactly the list of diagnostic symptoms of hyperactive children, which, as a rule, includes a fairly large number of signs.

According to the American Psychiatric Association guidelines, published in the fourth edition of the Diagnostic and Statistical Manual of Mental Illness (1994), the diagnosis of hyperactivity is based on two dimensions: attention deficit disorder and hyperactivity/impulsivity.

Diagnostic Criteria for Hyperactivity

Measurement	sign
1. Violation of attention.	1. The child cannot concentrate, makes many mistakes due to inattention. 2. He finds it difficult to maintain attention when performing tasks or during games. 3. Easily distracted by extraneous stimuli. 4. Cannot complete the task to the end. 5. Listens, but does not seem to hear. 6. Avoids tasks that require constant attention. 7. Poorly organized. 8. Often loses personal items needed at school and at home (pencils, books, work tools, toys). 9. Forgetful.
II. Hyperactivity / Impulsivity.	Hyperactivity: 1. The child is fussy. 2. Not able to sit in one place. 3. A lot, but not purposefully moving (running, spinning, fidgeting in his place). 4. Cannot play quietly, calmly, or do anything at leisure. 5. Always focused on movement. 6. Talkative. Impulsiveness: 1. Often begins to answer without thinking or even listening to the question. 2. With difficulty waiting for his turn in various situations. 3. In a conversation, he often interrupts, interferes (sticks) to others.

Confirmation of hyperactivity requires the presence of 6 out of 9 criteria in each dimension. In the presence of increased inattention (the presence of six or more signs from 1 measurement) and with partial compliance with the criteria for hyperactivity and impulsivity, the diagnostic wording "attention deficit disorder with a predominance of attention disorders" is used. In the presence of increased reactivity and impulsivity (i.e. six or more signs from dimension II) and with partial compliance with the criteria for attention disorders, the diagnostic wording "attention deficit disorder with a predominance of hyperactivity and impulsivity" is used. In the case of full compliance of the clinical picture with all the criteria listed in the table, a diagnosis of "combined form of attention deficit disorder" is made.

When diagnosing, it is also necessary to pay attention to the fact that the symptoms of the disorder should:

Appear before 8 years of age;

Be observed for at least 6 months in two areas of the child's activity (at school and at home);

Should not appear against the background of a general developmental disorder, schizophrenia and any other neuropsychiatric disorders;

Should cause significant psychological discomfort and maladjustment.

The psychologist talks with parents and other family members, watches the child during classes and games.

During a psychological examination, an assessment is made of the level of development of cognitive functions (attention, memory, thinking), as well as emotional characteristics and the motor sphere. Attention is drawn to the personality characteristics of the child. The degree of development of school skills and social living conditions are assessed.

When testing, it must be borne in mind that hyperactive children have increased distractibility and mental fatigue. Classes should not exceed 40-50 minutes (including one break). The examination may take several days.

However, the final "diagnosis" is made only after the differential diagnosis.

Differential diagnosis of hyperactivity is difficult due to the large number of associated disorders and pathological conditions in which its symptoms are observed as secondary manifestations. Among the associated disorders in hyperactivity are learning difficulties, behavioral disorders, anxiety and depression, language, communication, and coordination disorders. (Bryazgunov. I.P. Kasatikova E.V., 2001).

The presence of the above disorders in combination with hyperactivity has an unfavorable prognosis and a large percentage of retention in adulthood.

Usually parents do not know what to do with the child, and disagreements about this lead to new conflicts. That is why it is very important to help parents understand the behavior of the child, the reasons for his difficulties, dispel misconceptions, explain what you can really hope for and how to behave with the child correctly. It is not possible to achieve the disappearance of symptoms such as hyperactivity, impulsivity and inattention in a short time (several months or even years). While signs of hyperactivity usually subside on their own as a child gets older, attention deficits, distractibility, and impulsivity, not least important signs of hyperactivity, may persist for many years and even persist into adulthood. However, it is possible to overcome them to a large extent, but at the same time, a lot of strength, patience, and wisdom will be required from parents.

In raising a child with hyperactivity, parents need to avoid two extremes: manifestations of excessive softness, on the one hand, and, on the other hand, setting increased demands in front of him that he is not able to fulfill. Combined with excessive punctuality, rigidity and punishment. Frequent changes in direction and fluctuations in the mood of parents have a much deeper negative impact on a child with hyperactivity than on healthy children.

Parents of children with this type of behavior should not be allowed permissiveness: children should be clearly explained the rules of behavior in various situations. However, the number of prohibitions and restrictions should be kept to a reasonable minimum. The child must be encouraged for purposeful, concentrated activity, praised in every case when he managed to complete the work he had begun. At the same time, it is impossible to demand from him the systematic implementation of complex tasks that may be on the shoulder of his healthy peers. Using the example of simpler cases, you need to teach the child to properly distribute his forces, not to rush from one activity to another, showing with illustrative everyday examples how to gradually achieve the desired result. In the course of such training, hyperactive children need support, encouragement, help in not losing sight of the ultimate goal.

Simple tools such as a daily routine, a to-do list, reminder notes (they can be supplemented, for example, with funny drawings made by parents in advance with the child, reflecting the order of upcoming tasks in them) instill in the child the skills of planning and organizing their own activities. No need to skimp on incentives and small prizes if the child behaved correctly and managed to successfully complete new and more difficult tasks. A good relationship between the child and parents, when he sees their love and feels guilty for disobedience, contributes to the fact that the child begins to better control his behavior.

The atmosphere at home should be friendly and calm. As far as possible, there should be no distracting and annoying objects around the child; a separate room with a predominance of calm colors in the interior is desirable for him. The child's behavior will be more consistent and balanced if the parents follow his daily routine. It is better if his life is built according to a stereotypical schedule, so that the child eats strictly at a certain time, does his homework, plays, does housework available to him, watches TV shows, etc.

It is necessary to protect the child from overwork associated with an excessive amount of impressions, excessive stimuli. In particular, you should not take it with you to places where a lot of people gather and where it is not necessary for him to go - to markets, to large shops, restaurants. When playing with peers, it is better to limit the child to only one partner and avoid restless, noisy friends.

Interpersonal relationships of preschool children with hyperactivity.

In modern psychology, the important role of communication in the formation of a person's personality is shown. It is in communication that the child's attitude to others, to activities, to himself is formed.

Communication as a source of emotional development of children depends on the content of interpersonal relationships, the emotional closeness of partners.

“Communication is the most important determinant of a person's emotional states,” wrote B.F. Lomov. The whole range of human emotions arises and develops in the conditions of human communication. These conditions determine the level of emotional tension, and under these conditions, emotional discharge is also carried out.

One of the functions of communication is the social affirmation of the personality, the affirmation of one's own "I". In recent years, studies have obtained data indicating that communication with peers plays a crucial role in the development of regulatory processes and self-esteem.

At different age periods, the child has a desire to occupy a certain position in the family and among peers. Whether a child manages to occupy a position that satisfies him in significant relationships is not indifferent to the entire further development of a person.

Hyperactive children often do not understand the reasons for their difficulties in relationships with peers. They stubbornly try to establish relationships, strive for peers. They climb, fight, show themselves. Therefore, they constantly have problems in relationships with others, including peers, parents, teachers. In kindergarten, they are more talkative than their peers and more likely to initiate conversations. But the inattention of hyperactive children, often the desire to do something else, leads to the fact that they are not very good partners. As a result, they cannot play for a long time and successfully communicate with their peers.

In the team, such a child is a source of constant noise and anxiety. All this leads to conflict, he becomes rejected in his team. Faced with such attitudes, a hyperactive child often consciously chooses to play the role of a jester, hoping to build relationships with peers.

At home, hyperactive children are not able to responsibly carry out daily tasks, do not help their parents. Most of these children are characterized by weak psycho-emotional stability in case of failures and low self-esteem.

Assessment of hyperactive children by peers.

During communication, the partner is inevitably, consciously and unconsciously evaluated: how interesting, pleasant and useful he is. Relationships between children are formed on the basis of such assessments. A child's figurative assessment of his peer is formed on the basis of real relationships with him, common actions or looking after each other.

Little they seem funny pranksters with a favorite word "no". But getting older, the prankster turns into a "problem" child, and his antics no longer cause a smile. The fidget is awarded the title of "hyperactive", and his behavior begins to depress others. Relationships between such children and their parents become strained and hostile over the years.

The occurrence of complications with concentration and concentration, as well as the appearance of a neurobehavioral disorder, indicate the disease "Attention Deficit Disorder" or ADD for short. Children are primarily affected by the disease, but the manifestation of the disease in adults is not excluded. The problems of the disease are characterized by varying degrees of severity, so ADD should not be underestimated. The disease affects the quality of life, its susceptibility, as well as relationships with other people. The disease is quite complex, so patients have problems with learning, performing any work and mastering theoretical material.

It is the children who partly become hostages of this disease, therefore, in order to prevent such a deficiency, it is worth learning as much as possible about it, and this material will help in this.

Description and types

This disease is a deviation in a person that is caused by high intelligence. A person with such an indisposition has difficulties not only with mental development, but also with physical development, which is already referred to as Attention Deficit Hyperactivity Disorder.

Children are the main contingent that is prone to the manifestation of this disease, but in rare cases there are symptoms of malaise in adults. According to many years of research, it has been found that the occurrence of attention deficit hyperactivity disorder in adults is associated solely with the nature of genes.

In children, attention deficit hyperactivity disorder is quite common, and it can be detected both after birth and at a later age of the child. Mostly the syndrome occurs in boys, and only in rare cases in girls. If you look at the example, then in almost every classroom there is one child with attention deficit hyperactivity disorder.

The syndrome is divided into three types, which are called:

• Hyperactivity and impulsivity. This species is characterized by inherent signs of impulsivity, irascibility, nervousness and increased activity in humans.
• Carelessness. Only one sign of inattention appears exclusively, and the possibility of hyperactivity is excluded.
• Mixed look. The most common form, which manifests itself even in adults. It is characterized by the predominance of the first and second signs in humans.

In the language of biology, ADHD is a dysfunction of the central nervous system, characterized by the formation of the brain. Brain problems are the most dangerous and unpredictable diseases.

Causes

The development of attention deficit hyperactivity disorder is hidden in several reasons that have been established by scientists on the basis of facts. These reasons include:

• genetic predisposition;
• pathological influence.

genetic predisposition is the first factor by which the development of malaise in the patient's relatives is not excluded. Moreover, in this case, both distant heredity (i.e., the disease was diagnosed in ancestors) and near (parents, grandparents) play a huge role. The first signs of attention deficit hyperactivity disorder in a child lead caring parents to a medical institution, where it turns out that the predisposition to the disease in a child is associated precisely with genes. After examining the parents, it often becomes clear where this syndrome came from in the child, since in 50% of cases this is exactly the case.

Today it is known that scientists are working on isolating the genes that are responsible for this predisposition. Among these genes, an important role is given to DNA regions that control the regulation of dopamine levels. Dopamine is the main substance responsible for the correct functioning of the central nervous system. Dysregulation of dopamine due to genetic predisposition leads to the disease of attention deficit hyperactivity disorder.

Pathological influence plays an important role in answering the question about the causes of attention deficit hyperactivity disorder. Pathological factors can serve as:

• the negative impact of drugs;
• influence of tobacco and alcoholic products;
• premature or prolonged labor;
• interrupt threats.

If a woman allowed herself to use illegal substances during pregnancy, then the possibility of having a child with hyperactivity or this syndrome is not excluded. There is a high probability of the presence of attention deficit hyperactivity disorder in a child born at 7–8 months of pregnancy, i.e. premature. In 80% of such cases, pathology occurs in the form of ADHD.

The causes of the development of the disease in children are also distinguished if a woman, being in a position, is fond of taking artificial food additives, pesticides, neurotoxins and other things. It is also possible to provoke this syndrome in adults due to the passion for bioadditives, artificial hormones, etc.

Until the end, the unexplored causes of provoking attention deficit hyperactivity disorder are:

• the presence of infectious diseases in a pregnant woman;
• chronic diseases;
• incompatibility of Rh factors;
• environmental degradation.

It follows that attention deficit hyperactivity disorder is an unusual disorder that occurs due to the action of one or more of the above factors. The most basic and proven is the cause of genetic influence.

Symptoms of the disease

The symptoms of the disease have a pronounced manifestation in children, so let's consider the main signs of attention deficit hyperactivity disorder in childhood.

Most often, the impetus for contacting treatment centers is educators, teachers and educators who discover some deviations in children. Symptoms of the disease have the following signs:

Impaired focus and attention. The child cannot focus on one thing, he is constantly going somewhere, thinking about something of his own. The performance of any task ends with errors, which is caused by a disorder of attention. If the child is addressed, then there is a feeling of ignoring speech, he understands everything, but cannot assemble the heard speech into one whole. Children with attention disorder are completely unable to plan, organize and perform a variety of tasks.

Symptoms are also expressed in the form of absent-mindedness, while the child tends to lose his things, be distracted by any trifles. Forgetfulness appears, and the child categorically refuses to take on mental affairs. Relatives have a feeling of remoteness of the child from the whole world.

Hyperactivity. It manifests itself together with the syndrome, therefore, in addition, parents can track the following symptoms in the child:

Impulsiveness. Symptoms of impulsivity include the following manifestations:

1. A premature answer to a question that was not voiced to the end.
2. Wrong and quick answers to the questions asked.
3. Refusal to complete any task.
4. Does not listen to the answers of his peers, can interrupt them during the answer.
5. Constantly talking off-topic, perhaps a manifestation of talkativeness.

Symptoms of attention deficit hypersensitivity syndrome have their own characteristics of manifestation for different categories of children, depending on age. Let's consider in more detail.

Symptoms in children of different ages

Consider what symptoms are inherent in children of the following ages:

• preschool;
• school;
• teenage.

At preschool age from three to seven years, the symptoms are difficult to trace. ADHD at an early age is diagnosed by a doctor.

From the age of three, caring parents may notice the manifestation of hyperactivity in the form of a constant movement of the child. He cannot find something to do, constantly rushes from one corner to another, does not take up various mental tasks and constantly chats. Symptoms of impulsivity are due to the impossibility of restraining oneself in a given situation, the child constantly interrupts his parents, shouts over them, takes offense and even becomes irritable.

Games with such children lead to devastating consequences: they break toys, splashing out all their energy; it costs them nothing to harm their peers and even older children. Patients with ADHD are a kind of vandals for whom nothing is essential. Their brains have little to no control over their movements. There are also symptoms of developmental delays from their peers.

Reaching the age of seven When it's time to go to school, children with ADHD have more and more problems. Children with Attention Deficit Hyperactivity Disorder are unable to keep up with their peers in terms of mental development. In the classroom, they behave unrestrainedly, do not pay attention to the teacher's remarks, and do not listen to the material presented at all. They can be taken to complete the task, but after a while they actively switch to another one without finishing the first one.

At school age, ADHD in children manifests itself more clearly, as this is actively noticed by the teaching staff. Among all the children in the class, ADHD patients are visible even to the naked eye, for this it is enough to spend a couple of lessons, and it will not be difficult even for a person without a medical education to identify the presence of the syndrome in children.

Children not only lag behind in development, but also try in every way to incite their peers to this: they disrupt lessons, interfere with their classmates to perform any actions, and at a later age they can argue and even snap with the teacher. For a teacher in the classroom, such a child is a real test, because of which the lessons become unbearable.

Reaching adolescence, the symptoms of ADHD begin to subside a little, but in fact there is a certain change in the signs of the disease. Impulsivity is replaced by fussiness and a feeling of inner restlessness. Teenagers are taken to perform certain tasks, but everything also ends unsuccessfully, no matter how hard they try.

Irresponsibility and lack of independence are all signs of attention deficit hypersensitivity syndrome in adolescents. They are not able (even at this age) to do the lessons on their own, there is no organization, planning of the day and distribution of time.

Relationships with peers are deteriorating, as they do not communicate at the proper level: they are rude, do not restrain themselves in their statements, do not observe subordination with teachers, parents and classmates. Along with this, failures lead to the fact that adolescents have low self-esteem, they become less psycho-resistant and more and more irritable.

They feel negative attitudes towards themselves from parents and peers, which leads to the emergence of negative and even suicidal thoughts. Parents constantly set them as a bad example, thereby causing dislike and antipathy towards their sisters and brothers. In the family, children with attention deficit hypersensitivity become unloved, especially if more than one kid grows up in the house.

Symptoms of the disease in adults

Symptoms in adults are different compared to children, but this does not change the final result. The same irritability is inherent, plus depressive disorders and the fear of trying oneself in a new field are added to this. In adults, the symptoms are more secretive, since at first glance the signs are due to calmness, but at the same time, imbalance.

At work, adults with ADHD are not smart, and therefore work as simple clerks is their maximum. Often they find it difficult to cope with mental types of work, so they do not have to choose.

Mental disorders and isolation lead to the fact that the ADHD patient finds painkillers for problems in alcohol, tobacco, psychotropic and narcotic substances. All this only aggravates the situation and causes complete degradation of a person.

Diagnostics

Diagnosis of the disease is not confirmed on any special equipment, but is carried out by observing the behavior of the child, his development and mental abilities. The diagnosis is established by a qualified doctor who takes into account all the information from parents, teachers and peers.

Diagnosis of ADHD is carried out using the following methods:

1. Collection of information about the child regarding the visit to the doctor.
2. Study of dopamine metabolism.
3. To identify the diagnosis, the doctor may prescribe the passage of Doppler ultrasound, EEG and video EEG.
4. A neurological examination is carried out, on which the use of the NESS technique is not excluded.
5. Genetic examination of parents to identify the causes of the disease.
6. MRI. A complete study of a person will show other deviations that may have influenced the provocation of the disease.
7. Conducting methods of neuropsychological testing for children of school and older ages is not excluded.

Based on all these methods, the preliminary diagnosis of ADD and hypersensitivity is either confirmed or refuted.

Treatment

The treatment of ADHD should include a complex impact, which should be due to the use of methods for correcting behavior, psychotherapy and neuropsychological correction. Treatment also implies the impact not only through various methods on the patient, but also the help of parents, teachers and relatives.

Initially, the doctor conducts a conversation with the people around the child and explains to them the features of the disease. The main feature is that such negative and reckless behavior of the child is not intentional. For a positive influence on the patient, contributing to his recovery, it is necessary that the people around him treat him positively. After all, first of all, it is with this that the treatment begins.

Parents have two main tasks that they must perform and monitor this:

Task #1: upbringing should not include a pitiful attitude towards the child and permissiveness. One should not feel sorry for him, address him with excessive love, this will only exacerbate the symptoms.

Task #2: do not impose increased requirements and tasks with which he cannot cope. This will contribute to the fact that his nervousness will increase and self-esteem will fall.

For children with ADHD, the change in the mood of the parents has a much more negative impact than for normal children. Treatment must also come from the teachers with whom children spend most of their time. The teacher should control the situation and relations of children in the classroom and in every possible way instill love and integrity. In case of manifestations of aggression by a patient with ADHD, one should not scold and even more so call the parents, but it is worth trying to explain to him the correct attitude. After all, it is worth remembering that all manifestations of it are unintentional.

Note! It is also impossible for the child to feel from those around him that he is being treated as if he were sick. This will lower his self-esteem and will only lead to an exacerbation of symptoms.

Medication treatment

The complex uses treatment with the help of taking medications, which are formed according to individual indicators. Medications to treat ADHD include the following:

1. For CNS stimulation: Methylphenidate, Dextroamphetamine, Pemoline.
2. Tricyclic antidepressants: Imipramine, Amitriptyline, Thioridazine.
3. Substances of the nootropic series: Nootropil, Cerebrolysin, Semax, Phenibut.

It is stimulants that have a huge impact on the recovery of a person with ADHD. It was found that treatment with these drugs implies the influence of pathogenetic factors that have a targeted effect on the brain system.

The main advantage of such drugs is the speed of influence on the patient's recovery, that is, the effect of recovery is noticeable almost in the first week after taking the drugs. Among the signs of a cure, it is worth highlighting the manifestation of greater attentiveness, less distractibility, attempts to bring any matter to the end.

What is it?

Experts call the term "ADHD" a neurological behavioral disorder that begins in early childhood and manifests itself in the form of problems with concentration, increased activity and impulsivity. The hyperactivity syndrome is where excitation always prevails over inhibition.

Causes

Scientists, educators and doctors suggest that the appearance of ADHD symptoms depends on the influence of various factors. So, biological factors are divided into prenatal and postnatal period.

The causes of organic lesions can be:

• the use of large quantities of alcohol and smoking during pregnancy;
• toxicosis and immune incompatibility;
• premature, protracted birth, the threat of miscarriage and an attempt to terminate the pregnancy;
• a consequence of anesthesia and caesarean section;
• entanglement with the umbilical cord or incorrect presentation of the fetus;
• stress and psychological trauma of the mother during pregnancy, unwillingness to have a child;
• any diseases of the child during infancy, accompanied by high fever, can also affect the formation and development of the brain;
• unfavorable psychosocial environment and hereditary predisposition;
• emotional disorders, increased anxiety, trauma.

There are also social reasons - these are the peculiarities of upbringing in the family or pedagogical neglect - upbringing according to the "family idol" type.

The appearance of ADHD is influenced by many social factors, both the child himself and the mother of the unborn baby.

signs

How can parents determine if their child has hyperactivity. I think at the initial stage of the definition it is very easy to do. It is enough to note the symptoms that your child has for a certain time.

Signs of inattention:

• dislikes noisy rooms;
• it is difficult for him to concentrate;
• he is distracted from the task, reacts to external stimuli;
• with great pleasure grabs the job, but often moves from one unfinished action to another;
• does not hear well and does not perceive instructions;
• has difficulty in self-organization, often loses his things in the garden or at home.

Hyperactive children are especially inattentive

Signs of hyperactivity:

• climbs on the table, cabinets, cabinets, on the street on trees, fences;
• more often runs, spins and spins in place;
• during classes, walks around the room;
• there are restless movements of the arms and legs, as if twitching;
• if he does something, then with noise and shouting;
• he constantly needs to do something (play, craft and draw) he does not know how to relax.

ADHD is also manifested by excessive activity in children

Hyperactivity affects the inability to restrain emotions

You can only talk about ADHD syndrome when your child has almost all of the above symptoms for a very long time.

The mental activity of children with ADHD syndrome is cyclical. The child can work well actively for 5-10 minutes, then there comes a period when the brain rests, accumulates energy for the next cycle. At this moment, the child is distracted, does not hear anyone. Then mental activity is restored, and the child is ready to work again within 5-15 minutes. Children with ADHD have "flickering attention", a lack of concentration without additional motor stimulation. They need to move, spin, and constantly turn their heads to stay 'conscious'.

In order to maintain concentration of attention, children activate the centers of balance with the help of physical activity. For example, they lean back on the chair so that the rear legs do not touch the floor. If their head is still, they will be less active.

How to distinguish ADHD from being spoiled?

First of all, let's remember that all children are born with a temperament already laid down by mother nature. And how it will manifest itself depends on the development of the baby, and on the upbringing of the parents.

Temperament directly depends on nervous processes, such as excitation and inhibition. At the moment, there are four types of temperament - these are sanguine, choleric, phlegmatic and melancholic. The main thing that parents should know is that there are no pure temperaments, just one of them prevails to a greater extent than others.

If your child is mobile when you are talking with friends on the street, or he throws tantrums in the store, and at that time you are busy choosing products, then this is a normal, healthy, active child.

But we can talk about hyperactivity only when the child is constantly running around, it is impossible to distract him, in the kindergarten and at home the behavior is the same. That is, sometimes the symptoms of temperament can indeed overlap with the symptoms of attention deficit hyperactivity disorder.

ADHD in children is recognized as high motor activity, quick excitability and excessive emotionality.

Parents share their experience of raising children with ADHD in the following video.

Classification of ADHD

The International Psychiatric Classification (DSM) identifies the following variants of ADHD:

1. mixed - a combination of hyperactivity with impaired attention - occurs most often, especially in boys;
2. inattentive - attention deficit prevails, more common in girls with violent imagination;
3. hyperactive - hyperactivity dominates. It can be a consequence of both the individual characteristics of the temperament of children, and some disorders of the central nervous system.

Symptoms in children of different ages

Symptoms of hyperactivity can appear even before the baby is born. Such babies can be very active in the womb. An overly mobile child is a very dangerous phenomenon, because its activity can provoke entanglement of the umbilical cord, and this is fraught with hypoxia.

For babies under 1 year old

1. Very active motor reaction to various actions.
2. Excessive loudness and hyperexcitability.
3. Speech development may be delayed.
4. Sleep disturbance (rarely in a state of relaxation).
5. High sensitivity to bright light or noise.
6. It should be remembered that the capriciousness of a baby at this age can be caused by malnutrition, growing teeth, and colic.

For babies 2-3 years old

• Restlessness.
• Fine motor disorders.
• Chaotic movements of the baby, as well as their redundancy.
• At this age, the signs of ADHD are activated.

Preschoolers

1. They are unable to concentrate on their business (listen to a fairy tale, finish playing a game).
2. In the classroom, he confuses assignments, quickly forgets the question asked.
3. It's hard to get to sleep.
4. Disobedience and whims.
5. Babies at the age of 3 are very stubborn, wayward, as this age is accompanied by a crisis. But with ADHD, these characteristics are exacerbated.

Schoolchildren

• Lack of focus in class.
• He answers quickly, without hesitation, interrupting adults.
• Experiencing self-doubt, low self-esteem.
• Fears and anxiety.
• Unbalance and unpredictability, changes in mood;
• Enuresis, complaints of pain in the head.
• Tics appear.
• Unable to wait for long periods of time.

Which experts should be contacted for help?

To confirm such a diagnosis, parents should first of all contact a neurologist. It is he who, having collected the entire history, after examinations and tests, can confirm the presence of ADHD.

A child psychologist conducts psychological diagnostics using various questionnaires and methods for examining mental functions (memory, attention, thinking), as well as the emotional state of the child. Children of this type are often overexcited and tense.

If you look at their drawings, you can see superficial images, lack of color solutions or the presence of sharp strokes and pressure. When raising such a baby, one should adhere to a single parenting style.

To clarify the diagnosis of a hyperactive child, additional tests are prescribed, since various diseases can be hidden behind such a syndrome.

To establish or refute the diagnosis of ADHD, you should contact a specialist

Correction and treatment

Rehabilitation of a child with ADHD includes both individual support and psychological, pedagogical and medication correction.

At the first stage, a child psychologist and a neurologist conduct consultations, individual examinations, biofeedback technologies are used, where the child is taught to breathe correctly.

In the correction of ADHD, the entire social and related environment of a hyperactive child should interact: parents, educators and teachers.

Psychological techniques are used to treat ADHD in children

Drug treatment is an additional, and sometimes the main method of correcting ADHD. In medicine, children are prescribed nootropic drugs (cortexin, encephabol), they have a beneficial effect on brain activity and are effective in cases of inattention. If, on the contrary, hyperactive symptoms predominate, then drugs that contain gamma-aminobutyric acid, pantogam, phenibut are used, they are responsible for inhibiting processes in the brain. It must be remembered that all of the above medicines can only be taken as directed by a neurologist.

Any medications are given to the child only as prescribed by the doctor.

It is important for parents to monitor the nutrition of the child.

• It is mandatory to take 1000 mg of calcium, necessary for the development of a growing organism.
• The need for magnesium ranges from 180 mg to 400 mg per day. It is found in buckwheat, wheat, peanuts, potatoes and spinach.
• Omega 3 is a special type of fatty acid which provides the passage of impulses to the cells of the heart, brain, so it is also important in the treatment of ADHD.

The main thing is that vitamins such as "choline" and "lecithin" are still present in the baby's nutrition - these are the defenders and builders of the nervous system. Products that contain these substances are very useful (eggs, liver, milk, fish).

A very good effect is observed after the use of kinesiotherapy These are breathing exercises, stretching, oculomotor exercises. Timely massage courses (SHOP) of the cervical spine will also be useful, starting from an early age.

Sand therapy, work with clay, cereals and water will also be useful, but these games must be played under the strict supervision of adults. Especially if the child is small. Now on the shelves of children's stores you can find ready-made kits for such games, for example, Kinesthetic Sand, a table for playing with water and sand. The best result can be achieved if parents begin treatment and correction in a timely manner at an early age, when symptoms are just beginning to appear.

Useful acquisitions will have a very good effect on the psyche of the child

• Learn to follow the daily routine, it is very important for a child with ADHD, do all regime moments at the same time.
• Create a comfortable environment for your child, where he can be active for his own good. Write down in sports sections, mugs and swimming. Protect from overwork, try to get enough sleep.
• When you forbid one thing, always offer an alternative in return. For example, at home you can’t play with the ball, but on the street you can, offer to play together.
• If possible, parents can attend behavioral programs that are held at the centers. There they will be taught how to properly interact with children, they will share the secrets of raising and developing such children. Also, such classes are held with children, both individually and in group form.
• To reinforce verbal instructions, use visual stimulation, pictures of actions.
• Children are very fond of stroking, massage each other, draw on the back with your hands.
• Listen to music. It has long been proven that classical music helps children focus and concentrate.
• W. Beethoven "Piano Concerto No. 5-6" controls all parts of your child's brain at the same time, stimulates speech skills, motor skills.
• A. Mozart: "Symphony No. 40 in G minor" trains the muscles in the ear, the sound activates motor and auditory functions.
• Parents in the home environment can correct children themselves with the help of games aimed at training one function.

Learn how to create a comfortable environment for a child with ADHD

Useful games

Attention Games

"Catch - do not catch." This is an analogue to everyone's favorite game "Edible - inedible". That is, one leading player throws the ball and says a word, for example, related to animals, and the second participant catches or discards it.

You can also play "Find the Difference"; "Forbidden Movement"; "Listen to the command."

Games to relieve emotional stress

• "Touch." With the help of the game, you teach your child to relax, relieve anxiety and develop his tactile sensitivity. For this, use different objects and materials: scraps of fabric, furs, bottles made of glass and wood, cotton wool, paper. Spread it on the table in front of the child or put it in a bag. When he carefully examines them, invite him with his eyes closed to try to guess what object he took or touches. The games "Tender paws" are also interesting; "Talk with hands"
• "Cake". Invite your child to bake their favorite cake, play with his imagination. Let the child be the dough, depict the preparation of the dough using the elements of massage, stroking, tapping. Ask what to cook, what to add. This fun game relaxes and relieves stress.

Over the past decade, there has been an increase in the number of diseases commonly referred to as hyperactivity, and scientifically: Attention Deficit Disorder in children. How to understand: the baby is sick or pedagogically neglected?

Attention Deficit Hyperactivity Disorder (ADHD) is a medical diagnosis defined as a neurological-behavioral developmental disorder. It is characterized by difficulty concentrating, excessive motor activity, disregard for accepted social norms, aggressiveness, inability to control emotions.

The first signs appear in preschool childhood, but according to the American Psychiatric Association, diagnosis is allowed only from the age of twelve. According to a 2006 study, 3-5% of the American population, including adults, has the disease.

No cure has been found for the neurological cause of the disorder. In 30% of children, symptoms disappear with age, or children adapt to them. In case of unsuitability, there is a decrease in intellectual abilities and perception of information. There are methods for correcting behavioral deviations.

Since the 70s of the last century, there have been disputes regarding the reality of this disease. Many public figures, politicians, doctors and parents consider it a fiction. The UN Committee on the Rights of the Child has confirmed the increase in misdiagnosis and has recommended more research into ADHD recognition methods.

The disorder is divided into 3 types:

1. Actually attention deficit disorder (ADHD - DV). Difficulties in concentration and memory.
2. Hyperactivity and impulsivity (ADHD - GI, ADHD - G). Motor disinhibition, restlessness, thoughtlessness of actions are observed.
3. Mixed type (ADHD - C). A combination of three features.

Symptoms of the disease

Often referred to as hyperactive children who do not have this disease. The reason lies in the fact that the signs of the disorder in a small manifestation are inherent in childhood: restlessness, difficulty in concentrating with weak motivation, haste. And with a lack of education, they tend to become aggravated. Perhaps this is the cause of medical or parental error.

According to the 2007 guidelines for diagnosing ADHD:

• Behavior diagnostics should take place in at least two environments (school - home - circle) of a child of senior school age;
• Long-term follow-up is required to determine the persistence of symptoms (at least six months);
• If the development of the child lags behind peers;
• Behavioral disorders come with learning and communication difficulties.

The main signs of the disease

Absentmindedness:

• It is difficult for a child to keep attention on a task, to engage in activities that require long concentration, he is easily distracted.
• Often tries to avoid performing assignments associated with long-term mental work (help with the housework, school homework).
• It is difficult to independently organize the implementation of some activity.
• Often loses necessary things, distracted.
• Can't concentrate on details.

Impulsivity - insufficient control of actions when executing an instruction. An important symptom that accompanies attention deficit in children:

• Quick reaction to the implementation of the task when ignoring or underestimating the accompanying instructions.
• The inability to foresee the bad consequences of one's actions or circumstances.
• The desire to impress others (especially peers) with actions that are dangerous to their health and life (frequent poisonings, injuries).

Hyperactivity:

• Motor disinhibition. Constantly jumping, fidgeting in a chair, spinning.
• It is difficult for a child to sit in one place when necessary. Runs around the classroom during class.
• Plays loudly, talkative.

Symptoms of ADHD begin to appear in preschool age. The child is restless, makes many aimless movements, unceremoniously interrupts adults. It is difficult to seat the baby to prepare for school. Under mother's pressure, sitting down for lessons, she is constantly distracted.

School-age children have a problem with the assimilation of the material due to the low ability to concentrate. Performance is below average, difficulties in relationships with peers. Conducting a lesson in a classroom where there is a child with attention deficit is difficult. He constantly distracts others, spins, interrupts the teacher, rushes to complete the task. Books, notebooks are forgotten in the classroom. Despite the disinhibited behavior, younger students do not show aggressiveness.

Adolescence modifies symptoms. External impulsivity turns into internal anxiety, fussiness. The inability to independently plan time and organize activities leads to irresponsibility. Poor performance and problems in communicating with classmates affect self-esteem, which leads to a depressive state, irascibility. The desire to occupy a significant position among peers can lead to rash risks, often resulting in injuries and bruises.

If a teenager does not outgrow the disease, it passes into adulthood. Emotional instability and irritability persist. Chronic lack of punctuality, forgetfulness, inability to complete undertakings, high sensitivity to criticism make him a bad worker. Low self-esteem hinders the realization of potential. People suffering from this disease often find an outlet in a variety of addictions: alcohol, drugs. If he does not engage in self-development, he risks being at the bottom of life.

Causes of pathology

Specialists have not yet accurately established the provoking factors for the occurrence of ADHD. The hypotheticals are:

• Genetic background. It is assumed that the disorder is congenital and is associated with disruption of the central nervous system. It is in this that scientists see the neurological root of the disease.
• Deteriorating ecology. Air poisoning with exhaust gases, water pollution with harmful household chemicals.
• Features of the course of pregnancy. Infectious and chronic diseases of the mother, alcohol consumption, smoking.
• Complications during childbirth: long, rapid, stimulation of labor, intoxication with anesthesia, entanglement of the umbilical cord of the fetus.
• Illnesses in the first year of life, accompanied by high fever, and the use of potent drugs.

Diagnostic methods

The medical community has been arguing for half a century about effective ways to recognize ADHD. Scientists at Canada's McMaster University have confirmed that there are currently no special tests or medical equipment that can directly diagnose ADHD. In addition, the criteria for diagnosing the disease have changed during the existence of the diagnosis and differ in different countries.

American psychiatrists use two scales: Connors and Yale-Brown, which offer parents or teachers to evaluate the child's behavior according to the parameters characteristic of the disorder: inattention, hyperactivity and impulsivity. However, experts who criticize the methods of diagnosis argue that the assessment of behavior on these scales is too biased, and the diagnostic criteria are so vague that it is possible to diagnose ADHD in any healthy child with "uncomfortable" behavior.

In order to avoid medical errors, it is necessary to consult several specialists, including a pediatrician, a psychologist and a pediatric neuropathologist. Additional medical examinations will be required: MRI of the brain, dopplerography, EEG, which will be the basis for the diagnosis of ADHD by a psychiatrist.

Treatment of the disease

To correct attention deficit in children, an integrated approach is needed, including the eradication of neuropsychological and behavioral problems. Taking into account the characteristics and type of ADHD of the child, a personal rehabilitation program is selected. With timely access to a specialist and treatment, it is possible to reduce the symptoms of ADHD until recovery.

Medical therapy

It should be noted that the appointment of pharmacological correction is acceptable in the case when the restoration of cognitive functions cannot be achieved by non-drug treatment.

Taking drugs to improve brain function in children with attention deficit is a fairly common practice in the United States. Medicines are divided into several groups:

1. Psychostimulants (Ritalin (methylphenidate), Amphetamine, Dexamphetamine). They have a powerful stimulating effect on the central nervous system: they improve concentration, reduce manifestations of impulsivity. In the United States, the use of Ritalin for the treatment of ADHD is common, although there is no evidence of its effectiveness. Many experts consider it controversial, since long-term use of Ritalin leads to the development of psychosis, paranoid and schizophrenic tendencies (visual and auditory hallucinations, aggressiveness), and is addictive. A 20-year Australian study of 2,868 families found that stimulants were not effective in treating ADHD. In a number of countries, including Russia, methylphenidate (Ritalin) is banned.
2. Antidepressants: Imipramine, Thioridazine, Desipramine. Significantly improve attention, reduce hyperactivity, but have side effects on physical health with long-term use.
3. Nootropic drugs (Nootropil, Cerebrolysin, Piracetam). Neurometabolic stimulants that act on the cerebral cortex and enhance cognitive processes. They are considered low-risk psychopharmacological drugs, but can cause complications. Widely used in the states of the post-Soviet space.

A significant disadvantage of drug therapy for ADHD is the short-term results of treatment: the child's condition improves only while taking the drug and does not affect recovery at all. The use of psychostimulants by adolescents with attention deficit develops a tendency to take narcotic drugs.

Non-pharmacological therapy

ADHD can be treated without medication. There are two non-drug methods for correcting the neurological side of the disorder:

1. Neuropsychological approach. He claims that certain physical exercises affect the work of the cortical structures of the brain, activate, energize mental processes. Based on the teachings of A.R. Luria about the "neuropsychological loop of development". This accompaniment of children with attention deficit helps the formation of self-control, arbitrariness, increasing the effectiveness of learning.
2. syndromic method. Restoration of the cervical spine damaged during birth injuries, which normalizes the blood supply to the brain.

In addition to the above methods of treatment, experts recommend:

• Yoga classes, meditation. They help to relax, impulsivity decreases, blood supply to the whole body, including the brain, improves.
• special diet. Exclusion of sugar, allergens, caffeine.

Behavior modification for ADHD consists of the following methods:

Cognitive psychotherapy is the most effective treatment used in the correction of mental disorders (neurosis, phobias, depression). Helps to successfully socialize children with attention deficit who have problems in communicating with peers. Impulsivity, coupled with a lack of communication skills, leads to rejection that exacerbates isolation.

Therapy includes personal and group sessions. Communication skills training helps develop such communication skills: the ability to build relationships, resolve conflicts, understand others, control negative emotions. For successful assimilation of skills, it is necessary to attend at least 20 classes of a group consisting of 6-8 people. Personal Cognitive Behavioral Therapy gets rid of ineffective action and thought patterns. Helps children with attention deficit to reinforce the desired behavior.

• Family psychotherapy. Must be present in the treatment of ADHD in children. Held with the whole family. Parents meet with their feelings of guilt for the “not such” child, learn to respond correctly in the life circumstances played out.

For children with Attention Deficit Disorder, treatment should bring doctors, parents, and teachers together. The greatest burden falls on the family, whose members must have a good knowledge of the features and methods of treating ADHD, create conditions at home conducive to the recovery of the child:

• Love. Show tenderness and care. The baby needs to feel the support of loved ones.

Important! Feeling sorry is a bad ally. Do not exempt the student from various household chores, fueling his status as "special". He will begin to feel sorry for himself, which will negatively affect the dynamics of treatment.

By joint efforts, you can correct the behavior of the child, help recovery.