It is manifested by absent-mindedness, impulsiveness and inability to concentrate on one object or action for a long time. As a rule, the disorder is diagnosed in childhood. If you take timely measures and start treating attention deficit, then by the age of 18-20 you can get rid of most of the symptoms.
Basic treatments for ADHD
According to ADHD statistics, about 15% - 20% of children around the world suffer from Attention Deficit Hyperactivity Disorder. Most of them are boys. However, the disorder is often diagnosed in girls.
With ADHD, you can join the military, successfully start families and get an education, but the disorder can bring a lot of trouble in life. Therefore, the correction of this disease is required.
Davis technique for ADHD correction
The child seems to find a “foothold”, moves away from the chaotic perception of the world. He learns to go towards the goal, to see the end result and ways to achieve it, which is very important, because when correcting ADHD in preschoolers and schoolchildren, it is important to remove the state of distraction and impulsivity. As a rule, this method stops taking drugs. But this issue is discussed individually with the doctor.
Neuropsychological technique
It consists in restoring lost mental functions and stimulating the development of skills necessary for normal life.
Increased excitability, aggression, often found in disorders, as well as absent-mindedness, are eliminated. The following exercises are used in the training sessions:
- stretching and breathing exercises;
- gymnastics for the eyes;
- exercises for the development of fine motor skills;
- relaxation;
- exercises for the development of attention, self-control and awareness of the performance of actions.
Also, the neuropsychological correction of ADHD develops communication skills, improves the cognitive capabilities of the child (memory, thinking, etc.). After completing the course, it becomes easier to control anger, and aggressiveness decreases.
Psychological correction
Includes:
- removal of increased anxiety;
- development of communication skills;
- improvement of thinking and speech;
- development of memory and attention.
And here you need to work with both the child and his family. So, it is carried out on changing the behavior and attitude of an adult towards a child.
The psychotherapist can also adjust the daily routine, track the general atmosphere in the family and give recommendations on parenting methods.
Modern methods of treatment:
Also today, a new method of treating ADHD is widely used - biofeedback therapy, or biofeedback.
Its goal is to eliminate the causes of ADHD by normalizing the bioelectrical activity of the brain. For this, a special hardware complex (“BOS-LAB”) is used.
With the help of sensors that are attached to the child's body, an image of how biorhythms behave is displayed on the monitor screen. In other words, a person sees manifestations of brain activity, their intensity and direction of emotions. The task of the child is to change them arbitrarily. For this, specially designed computer exercises are used. If the child did well, then a picture appears on the screen with feedback confirming his success. An audible signal sounds.
After 3-4 sessions of the procedure, you can see the result. The course of treatment lasts 15-20 sessions. The result lasts up to 10 years or longer. Success is achieved in 95% of cases.
To prescribe a course, you should consult with your doctor. As a rule, antidepressants, psychostimulants and antipsychotics are used.
Physical activity
It is necessary to teach the child to do exercises, arrange physical exercises during classes, apply kinesiology exercises for ADHD.
It will also be good to start exercising. The most effective sport for children with ADHD is yoga. It teaches you to concentrate and control your own activity, acts as an effective way to relieve emotional stress and aggression. Due to the alternating change of tension and relaxation, the child does not experience overwork and exhaustion.
Daily routine for children with ADHD and a correction program: what to consider when compiling
When working with a child, overwork should not be allowed. For every 30 minutes of exercise, you need to give 5-10 minutes of rest. You can simply direct the child's activity to another activity. It will be good to introduce relaxation exercises and daily meditation.
The psychotherapist, when compiling a correctional program, must enter into it:
- conversations with parents, teachers and the child himself;
- training in various behavioral programs;
- visiting circles and sections to expand the circle of communication and adapt to interacting with others;
- drug therapy;
- exercises for the development of cognitive abilities.
The home correction program includes the development of a daily routine and the organization of the workplace. The child must clearly understand the instructions and tasks that an adult sets before him. It is the consistent implementation of exercises and the achievement of goals that allows you to learn self-control.
Treatment for ADHD: where to get help
The treatment of ADHD in Israel is one of the most successful.
The medical center "Migdal Medical" has a good reputation. Diagnosis and treatment of the disorder is carried out by highly qualified neurologists, psychiatrists and speech therapists. The clinic is located in Tel Aviv. You can contact her by filling out an online application on the official website migdalmedical.com or by calling the phone numbers indicated on it.
The goal of therapy is to reduce behavioral disturbances and learning difficulties. To do this, first of all, it is necessary to change the environment of the child in the family, school and create favorable conditions for correcting the symptoms of the disorder and overcoming the lag in the development of higher mental functions.
Treatment of children with Attention Deficit Hyperactivity Disorder should include a complex of methods, or, as experts say, be “multimodal”. This means that a pediatrician, a psychologist (and if this is not the case, then the pediatrician must have certain knowledge in the field of clinical psychology), teachers and parents should participate in it. Only the collective work of the above-mentioned specialists will achieve a good result.
"Multimodal" treatment includes the following steps:
§ enlightening conversations with the child, parents, teachers;
§ training of parents and teachers in behavioral programs;
§ expanding the child's social circle through visiting various circles and sections;
§ special education in case of learning difficulties;
§ drug therapy;
§ autogenic training and suggestive therapy Suggestive therapy - hypnosis. .
At the beginning of treatment, the doctor and psychologist must carry out educational work. Parents (preferably also a class teacher) and the child must be explained the meaning of the upcoming treatment.
Adults often do not understand what is happening to the child, but his behavior annoys them. Not knowing about the hereditary nature of ADHD, they explain the behavior of their son (daughter) with “wrong” upbringing and blame each other. Specialists should help parents understand the behavior of the child, explain what can really be hoped for and how to behave with the child. It is necessary to try all the variety of methods and choose the most effective for these violations. The psychologist (doctor) should explain to parents that the improvement of the child's condition depends not only on the prescribed treatment, but to a large extent on a kind, calm and consistent attitude towards him.
Children are sent for treatment only after a comprehensive examination.
Medical therapy
Abroad, drug therapy for ADHD is used more than widely, for example, in the United States, the use of drugs is a key point in treatment. But there is still no consensus on the effectiveness of drug treatment, and there is no single scheme for their administration. Some doctors believe that the prescribed drugs bring only a short-term effect, others deny this.
In case of behavioral disorders (increased motor activity, aggression, excitability), psychostimulants are most often prescribed, less often - antidepressants and antipsychotics.
Psychostimulants have been used to treat motor disinhibition and attention disorders since 1937 and are still the most effective drugs for this disease: in all age groups (children, adolescents, adults), an improvement is observed in 75%. cases. This group of drugs includes methylphenidate (commercial name Ritalin), dextroamphetamine (Dexedrine), and pemoline (Cilert).
When taken in hyperactive children, behavior, cognitive and social functions improve: they become more attentive, successfully complete tasks in the classroom, their academic performance increases, and relationships with others improve.
The high efficiency of psychostimulants is explained by the wide spectrum of their neurochemical action, which is directed primarily to the dopamine and noradrenergic systems of the brain. It is not completely known whether these drugs increase or decrease the content of dopamine and norepinephrine in synaptic endings. It is assumed that they have a general "irritating" effect on these systems, which leads to the normalization of their functions. A direct correlation has been proven between improved catecholamine metabolism and reduced symptoms of ADHD.
In our country, these drugs are not yet registered and are not used. No other highly effective drugs have yet been created. Our neuropsychiatrists continue to prescribe Aminalon, Sydnocarb and other antipsychotics with hyperinhibitory action, which do not improve the condition of these children. In addition, aminalon has an adverse effect on the liver. Several studies have been conducted to study the effect of cerebrolysin and other nootropics on ADHD symptoms, but these drugs have not yet been introduced into widespread practice.
Only a doctor who knows the child's condition, the presence or absence of certain somatic diseases, can prescribe the drug in the appropriate dosage, and will monitor the child, identifying possible side effects of the drug. And they can be seen. Among them are loss of appetite, insomnia, increased heart rate and blood pressure, and drug dependence. Less common are abdominal pain, dizziness, headaches, drowsiness, dry mouth, constipation, irritability, euphoria, bad mood, anxiety, nightmares. There are hypersensitivity reactions in the form of skin rashes, edema. Parents should immediately pay attention to these signs and inform the attending physician as soon as possible.
In the early 70s. reports have appeared in the medical press that long-term use of methylphenidate or dextroamphetamine leads to a delay in the growth of the child. However, further repeated studies have not confirmed the relationship between stunting and the effects of these drugs. 3. Trzhesoglava sees the cause of growth retardation not in the action of stimulants, but in the general lag in the development of these children, which can be eliminated with timely correction.
In one of the latest studies conducted by American specialists in a group of children from 6 to 13 years old, it was shown that methylphenidate is most effective in young children. Therefore, the authors recommend prescribing this drug as early as possible, from 6-7 years.
There are several strategies for treating the disease. Drug therapy can be carried out continuously, or the method of "drug holidays" is used, i.e. on weekends and during holidays, the medicine is not taken.
However, you can not rely only on drugs, because:
* not all patients have the expected effect;
* psychostimulants, like any medication, have a number of side effects;
* the use of drugs alone does not always improve the behavior of the child.
In the course of numerous studies, it has been shown that psychological and pedagogical methods make it possible to correct behavioral disorders and learning difficulties quite successfully and for a longer time than the use of drugs. Medications are prescribed no earlier than 6 years and only according to individual indications: in cases where cognitive impairments and deviations in the child's behavior cannot be overcome with the help of psychological, pedagogical and psychotherapeutic methods of correction.
The effective use of CNS stimulants abroad for decades has made them "magic pills", but their short duration of action remains a serious drawback. Long-term studies have shown that children with the syndrome, who took courses of psychostimulants for several years, did not differ in academic performance from sick children who did not receive any therapy. And this is despite the fact that a clear positive trend was observed directly in the course of treatment.
The short duration of action and side effects of the use of psychostimulants led to the fact that their excessive prescription in the 1970-1980s. already in the early 90s, it was replaced by an individual prescription with an analysis of each specific case and a periodic assessment of the success of treatment.
In 1990, the American Academy of Pediatrics opposed the one-sided use of drugs in the treatment of attention deficit hyperactivity disorder. The following resolution was passed: “Drug therapy should be preceded by pedagogical and behavioral correction…”. In accordance with this, cognitive-behavioral therapy has become a priority, and medications are used only in combination with psychological and pedagogical methods.
Behavioral psychotherapy
Among the psychological and pedagogical methods of correction of attention deficit disorder, the main role is given to behavioral psychotherapy. Abroad, there are centers for psychological assistance, which provide special training for parents, teachers and children's doctors in these techniques.
The key point of the behavioral correction program is to change the environment of the child at school and at home in order to create favorable conditions for overcoming the lag in the development of mental functions.
Home correction program includes:
* change in the behavior of an adult and his attitude towards a child(demonstrate calm behavior, avoid the words “no” and “impossible”, build relationships with the child on trust and mutual understanding);
* change in the psychological microclimate in the family(adults should quarrel less, devote more time to the child, spend leisure time with the whole family);
* organization of the daily routine and places for classes;
*special behavioral program, providing for the prevalence of methods of support and rewards .
The home program is dominated by the behavioral aspect, while at school the main focus is on cognitive therapy to help children cope with learning difficulties.
The school correction program includes:
* environment change(the place of the child in the classroom is next to the teacher, changing the mode of the lesson with the inclusion of minutes of active rest, regulating relationships with classmates);
* creation of positive motivation, situations of success;
* correction of negative forms of behavior, in particular unmotivated aggression;
* regulation of expectations(applies to parents as well), since positive changes in the behavior of the child do not appear as quickly as others would like.
Behavioral programs require considerable skill, adults have to use all their imagination and experience with children in order to keep the constantly distracted child motivated during classes.
Corrective methods will be effective only under the condition of close cooperation between the family and the school, which must necessarily include the exchange of information between parents and teachers through joint seminars, training courses, etc. Success in treatment will be guaranteed if uniform principles are maintained in relation to the child at home and at school: the “reward” system, help and support from adults, participation in joint activities. Continuity of medical therapy at school and at home is the main guarantee of success.
In addition to parents and teachers, doctors, psychologists, social pedagogues, those who can provide professional assistance in individual work with such a child, should provide great assistance in organizing a correction program.
Correctional programs should be focused on the age of 5-8 years, when the compensatory capabilities of the brain are great and the pathological stereotype has not yet formed.
Based on literature data and our own observations, we have developed specific recommendations for parents and teachers on working with hyperactive children (see paragraph 3.6).
It must be remembered that negative parenting methods are ineffective in these children. The peculiarities of their nervous system are such that the threshold of sensitivity to negative stimuli is very low, so they are not susceptible to reprimands and punishment, and do not easily respond to the slightest praise. Although the methods of rewarding and encouraging the child must be constantly changed.
The home reward and promotion program includes the following points:
1. Every day, the child is given a specific goal that he must achieve.
2. The efforts of the child in achieving this goal are encouraged in every possible way.
3. At the end of the day, the child's behavior is evaluated according to the results achieved.
4. Parents periodically inform the attending physician about changes in the child's behavior.
5. When a significant improvement in behavior is achieved, the child receives a long-promised reward.
Examples of goals set for a child can be: good homework, helping a weaker classmate with homework, exemplary behavior, cleaning his room, preparing dinner, shopping, and others.
In a conversation with a child, and especially when you give him tasks, avoid directives, turn the situation in such a way that the child feels: he will do a useful thing for the whole family, he is completely trusted, hoped for. When communicating with your son or daughter, avoid constant pulling like "sit still" or "don't talk when I'm talking to you" and other things that are unpleasant for him.
A few examples of incentives and rewards: let your child watch TV in the evening for half an hour longer than the allotted time, treat him with a special dessert, give him the opportunity to participate in games with adults (lotto, chess), let him go to the disco once again, buy the thing that he has been talking about for a long time dreams.
If the child behaves approximately during the week, at the end of the week he should receive an additional reward. It can be some kind of trip with your parents out of town, an excursion to the zoo, to the theater and others.
The given version of behavioral training is ideal and it is not always possible to use it with us at the present time. But parents and teachers can use individual elements of this program, taking its main idea: encouraging the child for achieving the set goals. And it does not matter in what form it will be presented: material reward or just an encouraging smile, an affectionate word, increased attention to the child, physical contact (stroking).
Parents are encouraged to write a list of what they expect from their child in terms of behavior. This list is explained to the child in an accessible manner. After that, everything written is strictly observed, and the child is encouraged for success in its implementation. Physical punishment must be refrained from.
It is believed that drug therapy in combination with behavioral techniques is most effective.
Special education
If it is difficult for a child to study in a regular class, then by decision of the medical-psychological-pedagogical commission, he is transferred to a specialized class.
A child with ADHD can benefit from learning in special settings appropriate to their abilities. The main reasons for poor academic performance in this pathology are inattention and lack of proper motivation and dedication, sometimes combined with partial delays in the development of school skills. Unlike the usual "mental retardation", they are a temporary phenomenon and can be successfully leveled with intensive training. In the presence of partial delays, a correction class is recommended, and with normal intelligence, a catch-up class.
A prerequisite for teaching children with ADHD in correctional classes is the creation of favorable conditions for development: the occupancy of no more than 10 people in the class, training in special programs, the availability of appropriate textbooks and developmental materials, individual sessions with a psychologist, speech therapist and other specialists. It is desirable to isolate the class from external sound stimuli, it should contain a minimum number of distracting and stimulating objects (pictures, mirrors, etc.); students should sit separately from each other, students with more pronounced physical activity should be seated at the subject tables closer to the teacher in order to exclude their influence on other children. The duration of classes is reduced to 30-35 minutes. During the day, autogenic training classes are mandatory.
At the same time, as experience shows, it is not advisable to organize a class exclusively for children with ADHD, since in their development they must rely on successful students. This is especially true for first-graders, who develop mainly through imitation and following authorities.
Recently, due to insufficient funding, the organization of correction classes is irrational. Schools are not able to provide these classes with everything necessary, as well as to allocate specialists to work with children. Therefore, there is a controversial point of view on the organization of specialized classes for hyperactive children who have a normal level of intelligence and are only slightly behind their peers in development.
At the same time, it must be remembered that the absence of any correction at all can lead to the development of a chronic form of the disease, which means problems in the lives of these children and those around them.
Children with the syndrome require constant medical and pedagogical assistance (“advisory support”). In some cases, for 1-2 quarters they should be transferred to a sanatorium department, in which, along with training, therapeutic measures will also be carried out.
After treatment, the average period of which, according to 3. Trzhesoglavy, is 17-20 months, children can return to regular classes.
Physical activity
Treatment of children with ADHD must necessarily include physical rehabilitation. These are special exercises aimed at restoring behavioral reactions, developing coordinated movements with voluntary relaxation of the skeletal and respiratory muscles.
The positive effect of exercise, especially on the cardiovascular and respiratory systems of the body, is well known to all physicians.
The muscular system responds with an increase in working capillaries, while the supply of oxygen to tissues increases, as a result of which the metabolism between muscle cells and capillaries improves. Lactic acid is easily removed, so muscle fatigue is prevented.
In the future, the training effect affects the increase in the number of basic enzymes that affect the kinetics of biochemical reactions. The content of myoglobin increases. It is not only responsible for storing oxygen, but also serves as a catalyst, increasing the rate of biochemical reactions in muscle cells.
Physical exercise can be divided into two types - aerobic and anaerobic. An example of the first is uniform running, and the second is barbell exercises. Anaerobic physical exercises increase strength and muscle mass, while aerobic exercises improve the cardiovascular and respiratory systems, increase endurance.
Most of the experiments performed have shown that the mechanism for improving well-being is associated with increased production during prolonged muscle activity of special substances - endorphins, which have a beneficial effect on the mental state of a person.
There is compelling evidence that exercise is beneficial for a range of health conditions. They can not only prevent the occurrence of acute attacks of the disease, but also facilitate the course of the disease, make the child "practically" healthy.
Countless articles and books have been written about the benefits of exercise. But there is not much evidence-based research on this topic.
Czech and Russian scientists conducted a series of studies on the state of the cardiovascular system in 30 sick and 17 healthy children.
An orthoclinostatic study revealed a higher lability of the autonomic nervous system in 65% of sick children compared to the control group, which suggests a decrease in orthostatic adaptation in children with the syndrome.
The “imbalance” of the innervation of the cardiovascular system was also revealed when determining physical performance using a bicycle ergometer. The child pedaled for 6 minutes at three types of submaximal load (1-1.5 watts/kg of body weight) with a minute break before the next load. It was shown that during physical activity of submaximal intensity, the heart rate in children with the syndrome is more pronounced than in the control group. At maximum loads, the functionality of the circulatory system leveled out and the maximum oxygen transport corresponded to the level in the control group.
* Since the physical performance of these children in the course of the studies practically did not differ from the level of the control group, they can be prescribed motor activity in the same amount as healthy children.
* Keep in mind that not all types of physical activity may be beneficial for hyperactive children. For them, games where the emotional component is strongly expressed (competitions, demonstration performances) are not shown. Recommended physical exercises that are aerobic in nature, in the form of a long, uniform training of light and medium intensity: long walks, jogging, swimming, skiing, cycling and others.
Particular preference should be given to a long, even run, which has a beneficial effect on the mental state, relieves tension, and improves well-being.
Before a child begins to exercise, he must undergo a medical examination in order to exclude diseases, primarily of the cardiovascular system.
When giving recommendations on a rational motor regimen for children with attention deficit hyperactivity disorder, the doctor must take into account not only the characteristics of this disease, but also the height and weight data of the child's body, as well as the presence of physical inactivity. It is known that only muscle activity creates the prerequisites for the normal development of the body in childhood, and children with the syndrome, due to a general developmental delay, often lag behind their healthy peers in height and body weight.
Psychotherapy
Attention deficit hyperactivity disorder is a disease not only of a child, but also of adults, especially the mother, who is most often in contact with him.
Doctors have long noticed that the mother of such a child is overly irritable, impulsive, her mood is often lowered. To prove that this is not just a coincidence, but a pattern, special studies were conducted, the results of which were published in 1995 in the journal Family Medicine. It turned out that the frequency of the so-called major and minor depression occurs among ordinary mothers in 4-6% and 6-14% of cases, respectively, and among mothers who had hyperactive children, in 18 and 20% of cases, respectively. Based on these data, scientists concluded that mothers of hyperactive children must undergo a psychological examination.
Often, mothers with children with the syndrome have an asthenoneurotic condition that requires psychotherapeutic treatment.
There are many psychotherapeutic techniques that can benefit both the mother and the child. Let's dwell on some of them.
Visualization
Experts have proved that the reaction to the mental reproduction of an image is always stronger and more stable than to the verbal designation of this image. Consciously or not, we are constantly creating images in our imagination.
Visualization is understood as relaxation, mental fusion with an imaginary object, picture or process. It is shown that the visualization of a certain symbol, picture, process has a beneficial effect, creates conditions for restoring mental and physical balance.
Visualization is used to relax and enter a hypnotic state. It is also used to stimulate the body's defense system, increase blood circulation in a certain area of the body, to slow down the pulse, etc. .
Meditation
Meditation is one of the three main elements of yoga. This is a conscious fixation of attention at a moment in time. During meditation, a state of passive concentration occurs, which is sometimes called the alpha state, since at this time the brain generates predominantly alpha waves, just like before falling asleep.
Meditation reduces the activity of the sympathetic nervous system, promotes anxiety reduction and relaxation. At the same time, the heart rate and breathing slow down, the need for oxygen decreases, the picture of brain tension changes, the reaction to a stressful situation is balanced.
There are many ways to meditate. You can read about them in books that have been published in large numbers in recent times. The meditation technique is taught under the guidance of an instructor, in special courses.
Autogenic training
Autogenic training (AT) as an independent method of psychotherapy was proposed by Schulze in 1932. AT combines several techniques, in particular, the visualization method.
AT includes a series of exercises with which a person consciously controls the functions of the body. You can master this technique under the guidance of a doctor.
Muscle relaxation achieved with AT affects the functions of the central and peripheral nervous systems, stimulates the reserve capabilities of the cerebral cortex, and increases the level of voluntary regulation of various body systems.
During relaxation, blood pressure slightly decreases, heart rate slows down, breathing becomes rare and shallow, peripheral vasodilation decreases Vasodilation - vasodilation - the so-called "relaxation response".
Self-regulation of emotional-vegetative functions achieved with the help of AT, optimization of the state of rest and activity, increasing the possibilities of implementing the psychophysiological reserves of the body make it possible to use this method in clinical practice to enhance behavioral therapy, in particular for children with ADHD.
Hyperactive children are often tense, internally closed, so relaxation exercises must be included in the correction program. This helps them to relax, reduces psychological discomfort in unfamiliar situations, and helps them to cope with various tasks more successfully.
Experience has shown that the use of autogenic training for ADHD helps to reduce motor disinhibition, emotional excitability, improves coordination in space, motor control, and enhances concentration.
Currently, there are a number of modifications of autogenic training according to Schulze. As an example, we will give two methods - a model of relaxation training for children 4-9 years old and psychomuscular training for children 8-12 years old, proposed by a psychotherapist A.V. Alekseev.
The relaxation training model is an AT model redesigned specifically for children and used for adults. It can be used both in preschool and school educational institutions, and at home.
Teaching children to relax their muscles can help relieve general tension.
Relaxation training can be carried out during individual and group psychological work, in gyms or in a regular classroom. Once children learn to relax, they can do it on their own (without a teacher), which will increase their overall self-control. Successful mastery of relaxation techniques (like any success) can also increase their self-esteem.
Teaching children how to relax different muscle groups does not require them to know where and how these muscles are located. It is necessary to use children's imagination: to include certain images in the instructions so that, reproducing them, the children automatically include certain muscles in the work. The use of fantasy images also helps to attract and retain the interest of children.
It should be noted that although children are willing to learn to relax, they do not want to practice this under the supervision of teachers. Fortunately, some muscle groups can be trained quite discreetly. Children can do the exercises in the classroom and relax without attracting the attention of others.
Of all the psychotherapeutic techniques, autogenic training is the most accessible in mastering and can be used independently. It has no contraindications in children with Attention Deficit Hyperactivity Disorder.
Hypnosis and self-hypnosis
Hypnosis is indicated for a number of neuropsychiatric disorders, including attention deficit hyperactivity disorder.
There is a lot of data in the literature about complications during variety hypnosis sessions, in particular, in 1981, Kleinhaus and Beran described the case of a teenage girl who felt “not well” after a mass variety hypnosis session. At home, her tongue sunk into her throat, and she began to choke. In the hospital where she was hospitalized, she fell into a state of stupor, did not answer questions, did not distinguish objects, people. Urinary retention was observed. Clinical and laboratory examinations revealed no abnormalities. The called pop hypnotist could not provide effective assistance. She remained in this state for a week.
An attempt was made to put her into a hypnotic state by a psychiatrist well versed in hypnosis. Her condition improved after that and she returned to school. However, three months later she had a relapse. Relapse - the return of the disease, exacerbation of the disease. illness. It took 6 months of weekly sessions to bring her back to normal. It should be said that earlier, before the pop hypnosis session, the girl had no violations.
When conducting hypnosis sessions in a clinic by professional hypnotherapists, such cases were not observed.
All risk factors for complications of hypnosis can be divided into three groups: risk factors on the part of the patient, on the part of the hypnotherapist, and on the part of the environment.
In order to avoid complications on the part of the patient, it is required before hypnotherapy to carefully select patients for treatment, to find out the anamnestic data, past illnesses, as well as the mental state of the patient at the time of treatment and obtain his consent to the hypnosis session. Risk factors on the part of a hypnotherapist include a lack of knowledge, training, abilities, experience, and personal characteristics (alcohol, drug addiction, various addictions) can also influence.
The environment where hypnosis is performed should provide physical comfort and emotional support for the patient.
Complications during the session can be avoided if the hypnotherapist avoids all of the above risk factors.
Most psychotherapists believe that all types of hypnosis are nothing but self-hypnosis. It has been proven that self-hypnosis has a beneficial effect on any person.
Using the method of controlled imagination to achieve a state of self-hypnosis can be used by the child's parents under the guidance of a hypnotherapist. An excellent guide to this technique is Self Hypnosis by Brian M. Alman and Peter T. Lambrou.
We have described many techniques that can be used in the treatment of attention deficit hyperactivity disorder. As a rule, these children have a variety of disorders, so in each case it is necessary to use a whole range of psychotherapeutic and pedagogical techniques, and in the case of a pronounced form of the disease, medications.
It must be emphasized that the improvement in the behavior of the child will not appear immediately, however, with constant training and following the recommendations, the efforts of parents and teachers will be rewarded.
Psychiatry
Diagnosis and correction of hyperactivity in children
Introduction
1. History and statistics of childhood hyperactivity
2. Clinical picture and diagnosis of hyperactivity
3. Causes of hyperactivity
4. Correction of hyperactive behavior
4.1 Working with parents of a hyperactive child
4.2 Working with hyperactive children
4.3 The role of the teacher in the correction of hyperactivity
Conclusion
Bibliography
ATconducting
The problem of hyperactivity is now of particular relevance, because. The number of hyperactive children is increasing every year. According to different authors, from 2 to 20% of students exhibit hyperactive disorders characterized by excessive mobility, disinhibition. Teachers say: "One disinhibited child is a problem, two is a disaster," because. There isn't enough time for other kids.
The relevance of the problem lies in the fact that hyperactivity is a disorder that has many different aspects: neurological, psychiatric, motor, language, educational, social, psychological, etc.
Often the path of a child with symptoms of hyperactivity at school begins with failure. Lack of a sense of success causes secondary emotional distress and reduced self-esteem. Even the most capable children, with a high level of intelligence, show poor academic performance. Although some of them still achieve good results, they do not fully realize their high intellectual capabilities.
In adulthood, only about 30% of hyperactive people get rid of this disorder, and most of them experience significant difficulties in adulthood. According to statistics, about 20% of the hyperactive lead an antisocial lifestyle, including breaking the law and addiction to alcohol and drugs.
Therefore, it is important to timely diagnose the manifestations and causes of hyperactivity in children, because, according to many psychologists and psychotherapists, the correction of hyperactivity in childhood is more effective. When preparing correctional programs, it is necessary to take into account the characteristics of the child's personality, the style of family relationships, the reasons for the development of hyperactive behavior, etc.
1. History and statistics of childhood hyperactivity
The concept of HYPERACTIVITY is a set of symptoms associated with excessive mental and motor activity.
The word hyperactive comes from the merger of two parts: "hyper" - (from the Greek. Hyper - above, above) and "active", meaning "effective, active."
S.D. Clemens gave the following definition of hyperactivity: "... a disease with an average or close to average intellectual level, with mild to severe behavioral impairment, combined with minimal abnormalities in the central nervous system, which can be characterized by various combinations of speech, memory, attention control, motor functions".
The beginning of the study of the problem of hyperactivity was laid by the German neuropsychiatrist Heinrich Hoffmann, who first described an extremely mobile child who could not sit quietly in a chair for a second, giving him the nickname Fidget Phil. This was about 150 years ago.
The French authors J. Philippe and P. Boncourt in the book “Psychological anomalies among students” (translated into Russian this book was published in 1911), along with epileptics, asthenics, hysterics, singled out the so-called unstable students.
Since then, many scientists have studied the problem of neurotic behavioral deviations and learning difficulties, but for a long time there was no scientific definition of such conditions in a child. In 1947, pediatricians attempted to give a clear clinical description of the hyperactivity syndrome in children with learning difficulties.
When describing the same symptoms, the researchers called the hyperactivity syndrome differently, that is, until recently there was no single point of view regarding the name of this disease. Hyperactivity has been called "mild brain dysfunction", "hyperkinetic chronic brain syndrome", "mild brain damage", "mild infantile encephalopathy", "hyperkinesis", etc.
At a meeting of international neurological experts held in Oxford in 1947, a description of “mild brain dysfunction” appeared in the medical literature, which characterized about 100 clinical manifestations, in particular dysgraphia (writing disorder), dysarthria (impaired articulation of speech), dyscalculia ( violation of the account), insufficient concentration of attention, aggressiveness, clumsiness, infantile behavior, etc.
Domestic neurologists paid attention to the problem of hyperactivity much later. So in 1972, the famous pediatrician Yu.F. Dombrovskaya, in her speech at a symposium on the role of the psychogenic factor in the origin, course and treatment of somatic diseases, singled out a group of "difficult" children who cause the most problems for parents and teachers.
In 1987, during the revision of the "Diagnostic and Statistical Manual of Mental Illnesses" by American specialists, the name of the disease "Attention Deficit Hyperactivity Disorder (ADHD)" was introduced and its symptoms (criteria) were specified. According to scientists, this name most accurately reflects the essence of the phenomenon of hyperactivity. Strict criteria allow standardization of the method of diagnosing children at risk of such a disease and make it possible to compare data obtained by researchers in different countries. .
Therefore, speaking of hyperactive children, most researchers (Z. Trzhesoglava, V. M. Troshin, A. M. Radaev, Yu. S. Shevchenko, L. A. Yasyukova) have in mind children with attention deficit hyperactivity disorder (ADHD). ).
In recent years, more and more attention has been paid to this disease in all countries, including ours. This is evidenced by the growing number of publications on this topic. If in 1957-1960. there were 31 of them, then in 1960-1975. - 2000, and in 1977 -1980. - 7,000. Currently, 2,000 or more articles and books are published annually on this issue.
Data from Russell Barkley's Statistical Study.
· On average, there are 1 to 3 hyperactive children in each class of 30 students.
· The rate of emotional development of hyperactive children is 30% lower than that of their peers. For example, a 10-year-old hyperactive child operates at the maturity level of approximately a 7-year-old; a 16-year-old novice driver uses decision-making skills at the level of an 11-year-old child.
· 65% of hyperactive children have problems obeying higher authorities, including verbal hostility and temper tantrums.
· 25% of hyperactive students have other serious learning problems in one or more areas: verbal skills, listening skills, reading comprehension and mathematics.
· Half of all hyperactive students have trouble understanding what they hear.
· Hyperactive students have two to three times more expressive speech problems than their peers.
· 40% of hyperactive children have at least one parent with hyperactivity syndrome.
· 50% of hyperactive children also have sleep problems.
Parents of a hyperactive child divorce three times more often.
· 21% of hyperactive teenagers are constantly skipping school.
· 30% had poor academic performance or had to repeat the year.
Current research suggests that hyperactivity syndrome can occur very early in development. Infants have increased muscle tone, are overly sensitive to stimuli (light, noise), sleep poorly, eat poorly, cry a lot, and are difficult to soothe. At 3-4 years old, the child's inability to concentrate on something becomes clear: he cannot calmly listen to a fairy tale, is not able to play games that require concentration of attention, his activity is predominantly chaotic.
But most researchers of hyperactive behavior tend to think that the signs of the disorder are most pronounced between the ages of 5 and 10 years, i.e. in senior preschool and primary school age. Thus, the peak of the manifestation of the syndrome falls on the period of preparation for school and the beginning of education.
This is due to the dynamics of the development of higher nervous activity. By the age of 7, according to D.A. Farber, there is a change in the stages of intellectual development, conditions are being formed for the formation of abstract thinking and arbitrary regulation of activity.
At 6-7 years old, children with the syndrome are not ready for schooling due to a slowdown in the rate of functional maturation of the cortex and subcortical structures. Systematic school loads can lead to disruption of the compensatory mechanisms of the central nervous system and the development of a maladaptive school syndrome, aggravated by educational difficulties. Therefore, the issue of readiness for school for hyperactive children should be decided in each case by a psychologist and a doctor observing the child.
Among boys 7-12 years old, signs of the syndrome are diagnosed 2-3 times more often than among girls. Among adolescents, this ratio is 1:1, and among 20-25-year-olds - 1:2 with a predominance of girls. In girls, the cerebral hemispheres are less specialized, so they have a greater reserve of compensatory functions compared to boys with damage to the central nervous system (Kornev A.N., 1986).
The prognosis is relatively good, as in a significant proportion of children, symptoms disappear during adolescence. Gradually, as the child grows, disturbances in the neurotransmitter system of the brain are compensated, and some of the symptoms regress. However, in 30-70% of cases, clinical manifestations of attention deficit/hyperactivity disorder (excessive impulsivity, irascibility, absent-mindedness, forgetfulness, restlessness, impatience, unpredictable, quick and frequent mood changes) can also be observed in adults.
Kopylova L.E.
Correction of the behavior of children with attention deficit hyperactivity disorder at school.
Recently, attention deficit hyperactivity disorder (ADHD) has become increasingly relevant, which in the process of ontogenesis can change into deviance or delinquency. Literature analysis revealed wide variability in data on the prevalence of ADHD. So, for example, in the USA, hyperactive children are 4-20%, Great Britain - 1-3%, Italy - 3-10%, China - 1-13%, Australia - 7-10%, Russia - 4-18% At present, more than half a million children in Germany suffer from Attention Deficit Hyperactivity Disorder, nine times more boys than girls. Most often, girls suffer from a special form of attention deficit disorder without hyperactivity.
Attention deficit hyperactivity disorder is often accompanied by a delay in the maturation of higher mental functions and, consequently, specific learning difficulties. Children with ADHD have difficulty planning and organizing complex activities. Most of them are characterized by weak psycho-emotional stability in case of failures, low self-esteem, stubbornness, deceit, irascibility, aggressiveness. In addition, they have self-doubt and communication problems. Adolescents with ADHD are characterized by denial of authority, immature and irresponsible behavior, violation of family and social rules. They cannot maintain a certain behavioral response for a long time. They are characterized by destructive, oppositional, defiant, and sometimes destructive behavior. Due to misunderstanding on the part of others, a hyperactive child develops a hard-to-correct aggressive model of defensive behavior.
Facade manifestations of ADHD may change with age. If in early childhood immaturity of motor and mental functions is noted, then in adolescence, violations of adaptive mechanisms appear, which can lead to delinquency. It is known that hyperactive children develop early cravings for alcohol and drugs. In this regard, this pathology is a serious social problem. For the prevention of juvenile delinquency, alcoholism, drug addiction, it is necessary to identify and correct children with attention deficit hyperactivity disorder in a timely manner.
Such children do have a number of shortcomings that can harm both the child himself and those around him, but with the right attitude and correction, a strong and creative personality can be developed.
Weak sides :
Difficulties in concentrating (the child is unable to pay attention to details, for example, does not pay attention to changing directions in the process of completing a task);
Cannot concentrate on tasks that require a long attention span (such as homework, although the child may be more attentive by doing things he enjoys);
Listens but does not hear (parents and teachers have to repeat several times);
Does not follow instructions and does not complete tasks;
Often loses things needed for tasks and daily activities;
May be sloppy (both in school assignments and in relation to their appearance);
Is distracted by extraneous stimuli (after being distracted, he may completely forget what he was doing);
Often shows forgetfulness in everyday situations:
The child constantly turns in a chair or gets up from a chair;
The child gets up when he should be sitting (walks around the classroom during the lesson);
chatty;
Begins to answer the question without listening to the end;
The child cannot wait for his turn when the situation requires it;
The child interferes with others by interfering with their conversation or play (may annoy other children).
Strengths:
Generous (even to the detriment of themselves);
Responsive (can be an assistant both at home and at school);
Energetic (active in sports and physical education);
Kind;
Bold;
Creative;
Funny (can become the center of attention among children);
Friendly;
Immediate;
With a heightened sense of justice.
Hyperactive children have problems with academic performance, these are the so-called “achievement swings”. Today the child "brings" home only nines and tens, and tomorrow in the same subjects he can get two. This is very frustrating for parents and surprises for teachers. Teachers assume that the child did not prepare for the lesson today or simply did not want to answer well.
In fact, the reason for such results may be a violation of the daily regimen and the child simply did not get enough sleep. An ordinary student, even if he didn’t get enough sleep, by the middle of the lesson can get together and answer, and a child with a hyperkinetic disorder will be uncollected, impulsive and capricious throughout the day. As a result, it shows worse results than it could.
A child with Attention Deficit Hyperactivity Disorder (ADHD) is very distracted by extraneous stimuli, such as sounds, when performing any tasks. As a result, none of the cases is brought to the end or done superficially. He constantly jumps from one activity to another, it is impossible to captivate him with something for a long time. This is also the reason for the clumsiness, which is manifested in the fact that they constantly drop something, knock down, stumble upon furniture.
Inadequate behavior, social maladaptation, personality disorders can cause failures in adult life. Such people are fussy, easily distracted, impatient, impulsive, quick-tempered, it is difficult for them to concentrate on the subject of activity. Their mood changes frequently. Difficulties in planning activities and lack of organization prevent them from advancing in their careers and arranging family life. Hyperactive manifestations of a strong degree of severity can be replaced by a number of affective and personality disorders at a more mature age. At the same time, timely medical and psychological assistance can compensate for this shortcoming.
Treatment system and observation of children with attention deficit is not developed enough, due to the ambiguity of the pathogenesis of the disease. There are non-drug and drug methods of correction.
Non-drug correctionincludes methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction. The child is recommended a gentle learning regimen - the minimum number of children in the class (ideally no more than 12 people), a shorter duration of classes (up to 30 minutes), the child's stay in the first desk (eye contact between the teacher and the child improves concentration). From the point of view of social adaptation, it is also important to purposefully and long-term education of socially encouraged norms of behavior in a child, since the behavior of some children has antisocial features. Psychotherapeutic work with parents is needed so that they do not regard the child's behavior as "hooligan" and show more understanding and patience in their educational activities. Parents should monitor the observance of the day regimen of a "hyperactive" child (meal time, homework, sleep), provide him with the opportunity to expend excess energy in physical exercises, long walks, running. Fatigue while performing tasks should also be avoided, as this may increase hyperactivity. "Hyperactive" children are extremely excitable, so it is necessary to exclude or limit their participation in activities associated with the accumulation of a large number of people. Since the child has difficulty concentrating, you need to give him only one task for a certain period of time. The choice of partners for games is important - the child's friends should be balanced and calm.
Effective family play therapy.
V. Oaklander recommends using 2 main techniques in working with hyperactive children: smoothing out tension and following the interests of the child.
Corrective workwith such children can be produced within the framework of play therapy. Useful work with sand, clay, groats, water.
In working with a hyperactive child, relaxation exercises and physical contact exercises are a potential help. They contribute to a better awareness of your body and the exercise of control.
Corrective - developing and formative work,based on motor methods, should include stretching, breathing, oculomotor, cross-body exercises, exercises for the tongue and jaw muscles, for the development of fine motor skills of the hands, relaxation of the development of the communicative and cognitive sphere, exercises with rules.
Timely diagnosis and correction of difficulties makes it possible to bring any type of ontogenesis closer to the normal course, to facilitate the entry of the child into the usual social environment. The most corrected age is from 5 to 12 years.
The main principle of development: "Timeliness is everything!".
Medical therapyAttention deficit/hyperactivity disorder is appropriate when non-drug methods of correction are ineffective. Psychostimulants, tricyclic antidepressants, tranquilizers and nootropic drugs are used. In international pediatric neurological practice, the effectiveness of two drugs has been empirically established - the antidepressant amitriptyline and Ritalin, which belongs to the amphetamine group.
The greatest effect in the treatment of attention deficit/hyperactivity disorder is achieved with a combination of various methods of psychological work (both with the child himself and with his parents) and drug therapy.
Forecast relatively benign, since in a significant proportion of children the symptoms disappear during adolescence. Gradually, as the child grows, disturbances in the neurotransmitter system of the brain are compensated, and some of the symptoms regress. However, in 30-70% of cases, clinical manifestations of attention deficit/hyperactivity disorder (excessive impulsivity, irascibility, absent-mindedness, forgetfulness, restlessness, impatience, unpredictable, rapid and frequent mood changes) can also be observed in adults. The factors of the unfavorable prognosis of the syndrome are its combination with mental illness, the presence of psychopathology in the mother, as well as the symptoms of impulsivity in the patient himself. Social adaptation of children with attention deficit/hyperactivity disorder can only be achieved with the interest and cooperation of the family, school and society.
Help the teacher in teaching children with Attention Deficit Hyperactivity Disorder.
Help this childwill consist in learning self-regulation and control over one's own body. You should teach your child relaxation techniques, teach them to enjoy relaxation. This can be achieved through meditative tales, breathing exercises, listening to relaxing music. It is also necessary to send the child to learn the development of reaction speed and coordination of movements.
Children with attention deficit hyperactivity disorder often have additional problems: stuttering, dyslalia, dysarthria, high fatigue and aggressive behavior, as a result of which the child has insufficient mastery of the school curriculum, low self-esteem, social isolation. In such situations, you should contact specialists as soon as possible: neurologists, psychiatrists, psychologists, speech therapists and defectologists.
One of the biggest challenges for children with ADHD is the difficulty in self-organization. Such children are often late, they cannot allocate their time. Being distracted by extraneous stimuli, they often do not have time to complete a test or a test in a limited time, however, knowledge is enough to successfully complete the control. In such cases, negative methods of influence, such as swearing or pulling, do not work on children with ADHD and cause a protest and aggressive reaction.
First of all, you should set specific goals for the child and give short and unambiguous instructions.
The child should be encouraged, which will stimulate his efforts to achieve the task. If it is time for the child to change the type of activity, then you should warn him about this 5-10 minutes in advance.
Many parents turn to specialists in connection with the difficulties of adapting the child to the team, teachers refer most of these children to a child psychiatrist, and in some cases this decision is made by the teachers' council. Parents give up and lose hope, become aggressive. Desperate parents apply severe disciplinary measures to their children in the form of punishments, shouting, spanking, etc. All this does not give a positive result, but rather causes aggression.
The leading role in the correction of ADHD is assigned to behavioral psychotherapy, including education of children and their environment. Often in families in which a hyperactive child grows, the psychological microclimate is disturbed, quarrels occur between parents about the upbringing of such a baby. Therefore, the emphasis should be placed on the development of the emotional stability of the parents themselves and the development of a unified upbringing strategy with a predominance of support and encouragement methods. In addition, the family must maintain a clear regimen for the life of the child.
More and more hyperactive children are in schools, and it is not at all easy to approach them. After all, the teacher has other students who require attention. It is much easier to transfer him to another class or to another school. Quite often, such children, despite their amazing abilities and creativity, are among the underachievers by the end of the first grade.
If there is a child with ADHD in the classroom, he should definitely be given more attention, create a more pleasant atmosphere, and subsequently he may turn out to be a very bright and bright student.
First of all, you should organize the workplace in such a way that the child is as distracted as possible.
1. Sit the student in the front or center of the class, away from distractions.
2. Sit next to a student who can serve as a positive role model.
3. Use as many visual teaching aids as possible.
4. If the child loses attention and starts to interfere, occupy him (let him read aloud part of the training paragraph or the condition of the problem).
5. If the child is distracted, imperceptibly for others, give him a sign to return to the task, or simply go up to him and touch his shoulder, making it clear that he is behaving incorrectly, without swearing or shouting at the same time.
6. Encourage the desire to learn (board of the best students of the day, week, month).
7.Create a list of rules that students must follow. Formulate a list in a positive way: what should be done, not what should not be done. Make sure children know what behavior is expected of them.
8. Inform parents not only about the negative aspects of the child, but about the positive ones.
9. Reduce the number of time-limited exams and tests. These exams are of little educational value and prevent many children with ADHD from demonstrating their knowledge.
10. Always write instructions on the board for completing assignments. Leave directions on the board until the end of class. There are students who cannot write down or memorize verbal instructions on their own.
11. Allow yourself to joke, be original. This can defuse the situation.
12. If classmates do not respect a child with ADHD and make fun of him, give him important tasks in the presence of other children and explain how important it is to do it well. This will increase self-esteem and responsibility.
13. Organize creative classes where a child with ADHD can show their creativity.
Thus, teaching children with ADHD requires a lot of attention and effort from both the parents and the teacher in whose class such a child is studying. In this case, parents should even more carefully choose a teacher who is able to understand and be patient in his teaching. A constant dialogue is needed between parents and the teacher for a quick and high-quality response to changes in the behavior and learning outcomes of the child. This will contribute to the timely correction of the child's behavior and help him build good relationships with classmates.
LITERATURE
1. Bolotovsky, G. V. Hyperactive child / G. V. Bolotovsky, L. S. Chutko, I. V. Popova. - St. Petersburg: NPK "Omega". - 2010. - 160s.
2. Bryazgunov I.P., Kasatikova E.V. Restless child, or everything about hyperactive children. - M .: Publishing House - Institute of Psychotherapy, 2001
3. Gippenreiter, Yu. B. Communicating with a child. How? / Yu.B. Gippenreiter. - M.: ACT, Astrel. - 240 s.
4. Zmanovskaya E. V. Deviantology. - M.: ARKTI, 2004
5. Oklander, V. Windows to the child's world. Guide to child psychotherapy / V. Oklander. - M.: Klass, 1997. - 336s.
Marina Zhemchuzhnova
Methods for correcting attention deficit hyperactivity disorder in preschool childrenZhemchuzhnova M. V., teacher-psychologist, Kindergarten No. 279, Volgograd
The care of children with ADHD should always be comprehensive and combine different approaches, including work with parents and methods behavior modification (i.e. special educational techniques, work with educators, methods psychological and pedagogical corrections, psychotherapy, and drug treatment.
Educational work. As a rule, parents and many teachers do not understand what is happening with the child, and the behavior of a child with ADHD annoys them. That is why it is very important to help parents understand the child's behavior, the reasons for his difficulties, dispel misconceptions, explain what you can really hope for and how to behave with the child correctly.
To this end, educational psychologists can use individual and group consultations with the invitation of parents and other family members involved in the upbringing of the child. The task of the specialist is to change the attitude towards the child in the direction of a better understanding of him in order to relieve the excessive tension that arises around him.
Behavior modification techniques for parents and educators. As a rule, each case requires individual consideration. Therefore, work must begin with individual consultations, during which behavior modification techniques are considered and developed. In the home program correction of children with ADHD, the behavioral aspect should predominate. General recommended modifications, consist of the following blocks:
1. Changing the behavior of an adult and his attitude towards the child;
2. Changes in the psychological microclimate in the family;
3. Organization of the daily routine and places for classes;
4. Special behavioral program.
School program correction of hyperactive children should be based on cognitive correction to help children cope with learning difficulties, here are the following areas:
1. Changing the environment;
2. Creation of positive motivation for success;
3. Correction negative forms of behavior.
Methods psychological and pedagogical correction of ADHD in children. Modern correction methods are divided into two main areas. The first is actually cognitive methods, most often aimed at overcoming the difficulties of mastering school knowledge and the formation of HMF. Second direction - methods of motor(motor) corrections, or body-oriented method: including neuropsychological corrective methods. They are aimed at overcoming not only violations attention, but also memory, visual-figurative thinking, spatial perception, insufficiency of hand-eye coordination and fine motor skills characteristic of these children, often observed in them difficulties in the formation of school skills - writing, reading, counting. Particularly relevant in this regard is the further development of approaches to corrections insufficiently formed functions of organization, programming and control of mental activity (or executive functions, for which the frontal structures of the brain are responsible. With concomitant disorders of speech functions (speech delay, articulation defects, stuttering) children with ADHD are shown speech therapy classes.
Methods family and individual psychotherapy for ADHD are aimed at reducing psychological tension in the family, creating a favorable environment for the child. An integral part of psychotherapy is explaining to the child, in a language he understands, what is the reason for his failures. In addition, psychotherapy is indicated in the presence of concomitant syndrome secondary violations - low self-esteem, anxiety, fears, oppositional behavior, aggressiveness. Group psychotherapy aims to develop hyperactive children communication skills, social interaction.
Give a good effect methods game behavioral therapy and psycho-gymnastics aimed at developing and correction various aspects of the child's psyche (both cognitive and emotional-personal spheres, as well as his motor functions.
Art therapy methods. The arts help meet skill development needs that can help develop new coping and problem-solving behavioral strategies, further helping the child develop self-control and meaningful self-expression. Incorporation into the work of elements of fairy tale therapy with "embedded" messages gives a good therapeutic effect. There are two ways "embedded" messages for hyperactive children. These are fairy tales and stories that carry a direct indication of what and how to do. They are addressed to consciousness and suggest a clear strategy of behavior. And fairy tales and stories containing "secret" message. Hypnotherapists call these messages "indirect impact".
Medical therapy plays an important role in the treatment syndrome. It is prescribed according to individual indications only by a neuropsychiatrist in cases where cognitive and behavioral disorders in a sick child cannot be overcome only with the help of methods behavior modification, psychological and pedagogical correction and psychotherapy. As a rule, the most optimal results can be achieved with a combination of medication and the above non-drug treatments. treatments for ADHD.
Bibliography:
1. Zavadenko N. N. How to understand a child: children with hyperactivity and attention deficit. – M. : Shkola-Press, 2000. (Therapeutic Pedagogy and Psychology. Supplement to the Journal "Defectology". Issue. 5).
2. Bryazgunov I. P., Kasatikova E. V. Restless child, or everything about hyperactive children. – M. : Publishing House of the Institute of Psychotherapy, 2001.
3. Kuchma V. R., Platonova A. G. Attention deficit hyperactivity disorder in Russian children: prevalence, risk factors and prevention. - M, 1997.
4. Semenovich A. V. Neuropsychological diagnostics and correction in childhood: Proc. Allowance for higher. textbook establishments. – M. : Publishing Center "Academy", 2002.
Related publications:
"Development of attention in preschool children" Municipal budgetary educational institution "Primary school - kindergarten No. 1 of a compensating type" Consultation.
Educator Interaction with Children with Attention Deficit Hyperactivity Disorder (ADHD) Recently, inattentive, disorganized, restless, internally restless children are increasingly found in kindergartens and schools.
Games for the development of visual attention and memory in children of primary preschool age The game "Let's play hide and seek" The teacher starts a conversation with the children. -Toys came to visit us, let's get acquainted with them. The teacher posts.
Games for the development of visual attention in children of senior preschool age Game "Find a pair" You can mix different pairs of socks with each other, you can cut out pairs of strips of different lengths from paper, you can pick up pairs.
Consultation "Children with Attention Deficit Hyperactivity Disorder" Children with Attention Deficit Hyperactivity Disorder. The child was diagnosed with Attention Deficit Hyperactivity Disorder.
Attention deficit hyperactivity disorder (ADHD). Consultation for parents in the compensatory group Recently, more and more often we have to deal with children whose motor activity goes beyond the usual ideas. Majority.
