A handsome, fair-haired boy with cunning gray eyes is called Andrew, and the dark and black-eyed boy is Dima. They live in different cities, they have different parents, different interests and habits. And they have one thing in common: by the age of 8 “on the count” of each of them - several kindergartens and three or four schools. And the diagnosis is ADHD.
Almost in every class there is one or two restless playful children, from which the teachers feel dizzy. Moreover, for the most part they are developed, intelligent and gifted children. The “peak of difficulties” in their lives usually coincides with the beginning of schooling, when teachers demand from these children what is their “weakest point” - the ability to control themselves, to sit quietly in class, a sense of duty. Schools are trying to get rid of these guys, hinting tortured moms that “the child is out of control” and “not learning”, and if they are not in a hurry to pick up their son or daughter, they hook up heavy artillery: director, head teacher, psychologist. They long and diligently explain how difficult it is for them with such a child, how important it is for them to study in a private or special school, and possibly according to an individual system.
Spoiled or syndrome?
“It would have been better if he was an invalid — then it would have been clear that the child was sick, and at least someone would sympathize,” said Andrei’s mother in a fit of despair.
For eight years of her parental experience, she still can’t get used to the fact that compassionate grandmothers at every step try to give her advice on how to “properly” raise a son, and other people's uncles propose to “tear out the belt” of this “intolerable child”.
Indeed, in public places, practically from infancy, such a child immediately attracts the attention of others, because it tries to touch everything, climb everywhere, grab everything, and practically does not respond to parental restrictions and comments from outsiders. Andrei, like most of the “giperyat”, interferes with the conversations of adults, rarely using the pronoun “you”, being carried away, may forget to ask permission from the owner to take someone else’s thing, and after five minutes of standing in line he starts running around the store, bumping into others. It reacts too violently to external stimuli and often behaves unpredictably. At the same time, Andryusha is a cheerful, open, trusting and absolutely benign child.He is very erudite, thinks well, but writes terribly. He learned to read quickly and well, but when he sees text a couple of pages in front of him, he starts to panic and resist to perform this “too complicated” task.
Children such as Andrew cannot listen to even the most interesting book, without twisting something in their hands and without dancing. They sleep less than other children, and often wake up at night.
In the motor sphere, they are often found to have impaired coordination, and the development of fine motor skills and the development of skills substantially lag behind. It’s harder for them to learn to tie shoelaces and button buttons.
"Hyper" is able to lose a notebook in his own portfolio, "not recognize in person" his sports form and forget his briefcase in the minibus. It is difficult for him to concentrate, and therefore he tries to avoid tasks that require long mental effort. His mind is more vulnerable to stress and does not bear the load.
In addition, these children, like winter apples, “ripen” late, manifesting childlike spontaneity and emotionality much longer than their peers. They are impatient, unable to plan more,than 20 minutes ahead, violently react to any prohibitions.
Many adults consider this behavior "simple" as bad form. And only moms of hyperactive children know how much effort they have to put in order to at least somehow bring the nature of their children into line with the requirements of society. So what is it and what is the cause of such problems?
Teachers with thirty-forty years of experience believe that such children have always been. Fans of mystics claim that this is a new generation of “Indigo Children”. Scientologists claim that the doctors invented ADHD in order to make money on medication. Psychiatrists and neuropathologists say that such behavior is a sign of mild neurological disorder (or minimal brain dysfunction - MMD), which is not detected by standard neurological research, but “provides” problems in behavior and learning.
From about the end of the 70s - the beginning of the 80s, they began to actively study it, look for reasons, propose methods of treatment and, focusing on the main manifestations, called"Attention deficit hyperactivity disorder".
There are many opinions about the causes of this developmental disorder in children. New-fashioned theories associate manifestations of ADHD with injuries of the cervical vertebrae due to birth trauma, the dominance of television, the presence of “dyes” in the diet of children, which allegedly affect the psyche and even the presence of problems with the vestibular apparatus. However, most serious experts are inclined to a multifactorial explanation of the causes of ADHD, considering that the syndrome develops as a result of adverse effects during the prenatal development of a child, if there is a hereditary, genetically determined predisposition. Do not exclude the socio-psychological effects (severe microclimate in the family, alcoholism of parents, the costs of education). And although adverse social and psychological conditions are not a direct cause of ADHD, they can increase its manifestations.
Doctors, teachers and psychologists say that the number of such children is growing every year. Sometimes this is attributed to the success of traditional medicine, which has “learned” to care for children from the “risk group” - those born prematurely or have developmental abnormalities due to hypoxia or birth trauma.Some experts attribute the increase in children with mild neurological disorders to the adverse environmental conditions and stresses that women experience during pregnancy and child rearing.
What is the reason for the truly catastrophic "incompatibility" of the school and children, whose intellect against the background of age-inconsistent super mobility and infantilism often affects unbiased adults?
The problems of children with ADHD are rather that they are restless and impatient, and their emotions, if capable of restraining, then with great difficulty. For them, the word “must” does not exist. They hardly manage to keep their attention on things that they are not interested for more than 5–10 minutes. At the same time, they can spend hours doing what is significant to them. And these interests can amaze adults with their originality. For example, Dima knows almost everything about the geological structure of the earth, and Andrey will easily plug an experienced auto mechanic into his belt.
What are they to blame for the school? It is exceptional in that they require more attention, because they themselves are not attentive, and have more patience, because they are in constant motion. They talk a lot and get distracted.To sit still in the classroom and write or count diligently is an impossible task for them. When they get bored, they start spinning and interfere with “conducting a lesson”, which causes regular irritation of teachers and classmates.
Any attempts to harshly and inexorably stop this activity are meaningless. Excessive rigor and demands in children provoke a response aggression and irritability, which leads to new, much more serious problems. After all, getting used to constantly being “bad”, small bandits earn an inferiority complex. And this must be taken into account, which in 90% of cases our school is not capable of doing with its totalitarian approach to education and training. And, unfortunately, I do not know parents who would not have had a chance to face a biased attitude towards a hyperactive child. And they themselves often add fuel to the fire, succumbing to the opinion of others about the bad manners of their children, considering these manifestations to be their own mistakes in upbringing. However, experts know that “bad behavior” is due to objective reasons. They just can not do otherwise.
But after all, it would not occur to anyone to scold a visually impaired child for the fact that he cannot consider the inscription on the blackboard, and the child with a bad ear for not hearing the question? However, in most cases, children with ADHD are hostages of their own physiological problems.
Lessons from "survival"
Parents of hyperactive children claim that the stories of exclusion of their children from the most diverse schools are similar, as if they were being duplicated. At first, they are sympathetic, but very strongly recommended to go to a neuropsychiatrist and to tell about the pranks in the lessons and changes. When the survey is done and the “diagnosis” is established — the school administration, at the slightest misdemeanor of the child, and often under the pretext of dismissing the teacher’s own will, invites the parents of other children to write complaints. And when such a collection is collected - all these written testimonies are presented to the parents of an “inconvenient” student with the words “we did everything possible, but due to so many complaints, your child has no place in the mainstream school”. Many parents, unable to withstand the pressure, are forced to transfer children to individual education or try to find a school where they would be accepted and helped.
Of course, such situations only exacerbate the problems, because the nervous situation created around the child, “bloating” scandals at his slightest misdemeanors does not contribute to his adaptation and the desire to learn. However, given the normal intelligence of such children, good abilities, and only minor neurological problems, psychologists and neuropathologists say in one voice that these children must study in ordinary schools. They need to be treated the same as everyone else, just a little softer and more patient.
But, unfortunately, a society for which charity has long been a means of advertising or a way to make money, and the education system "expel" inconvenient children. It does not matter how, and to what extent these problems are expressed - in mental, physical development, or, as in the cases described, in behavior. And as it turns out in practice, the more “minimally” the manifestations of these violations, the harder it is for parents to find an understanding and possibility to solve these problems. They can (and should!) Demand the support and understanding of those who are professionally engaged in training and education.
Many experts agree that even without special correctional work, after about 12 years, about half of the children all the main symptoms of ADHD are smoothed out so that they remain almost invisible. The second half can keep its “explosive” character, impulsiveness and decrease in volitional qualities, getting at risk for alcohol and drug use. It was this part of the children that was more aware of its shortcomings and suffered from rejection in the family and at school. Therefore, ADHD should be “just experienced”, but experienced actively, not hiding its head in the sand, but correcting, developing, protecting, loving a child. After all, afterwards, when the symptoms "go away", a suffering teenager remains, unsure of himself with low self-esteem and neurotic reactions. And these “secondary” mental formations are much more dangerous than those that caused them.
Therefore, teachers and parents should pay attention not to overload the already weakened nervous system of the child. And also take into account some of their other features:
• The reaction to overwork in such children may seem paradoxical, but when tired, they seem to be even more active and agitated, and for a long time they cannot calm down;
• attention deficit disorder is not limited to the problem of attention, and is often accompanied by various difficulties of learning and communication, sudden mood swings;
• Despite the swiftness, hyperactive children hardly switch from one class to another. Therefore, if some fascinating business needs to be completed by a certain time, it is better to warn the child about this in advance, and sometimes even to set the alarm;
• Children with ADHD are not able to memorize lengthy verbal instructions one time. In this regard, you should be calm about the fact that some things will have to be repeated several times;
• it is not necessary to deal with the excessive physical activity of the child. It is much better to direct its “peaceful course” by choosing a sports section to your liking. There is an assumption that with the help of motor stimulation, the body can “compensate” and develop the immature structures of the brain;
• voluminous tasks are better divided into parts, as they often overload the child, and he retreats in front of them with the feeling that "I can never do this." By doing everything “piece by piece”, this problem can be easily solved;
• Often, children with ADHD are less versed in sign language, intonation, and other “social hints.” And then they need to be taught what usually comes "by itself." You can train and the ability to predict their actions with the help of various stories and descriptions of social situations;
• “Hyper” should be taught to understand and analyze their own emotions, since such a skill is the basis of social intelligence. By understanding himself first of all, a person is able to understand other people;
• The “ceiling” of a hyperactive child’s capacity may be significantly lower than other children of the same age. This must be remembered when the temptation to "put pressure" arises, since it seems that the child can "try and do" something, but simply does not want to;
• It is necessary to communicate with such children as calmly as possible, since, being especially sensitive and receptive to the mood and condition of loved ones, they “become infected” with both positive and negative emotions.
But the most important thing to remember is that these children face so many problems and failures that they need praise. They really need understanding and love.And this, when they love not only for good behavior and accuracy, but for the fact that they are!
Let them not be destined to become calm and obedient, but if we, adults, will be a little more patient, they will grow up as good, intelligent and happy people.
Where to learn fidget
Where to learn fidget
Where to learn fidget
Where to learn fidget
Where to learn fidget