Article of child psychiatrist, Mr. Dimitris Filokostas
There are children who are quiet. There are children who are lively. But there are also children who are not caught with anything. Attention Deficit Disorder – Hyperactivity Disorder (ADHD) as a diagnosis is a field of conflicting perceptions and prejudices in the field of mental health. Over the past two decades, several surveys point to a significant increase in ADHD diagnosis. In the US, one to two children in each school class have the diagnosis of hyperactivity and receive the corresponding medication. Even in Europe and in Greece, it seems that more and more vivid children are going through the KEDDY and JET gates with the question of being hyperactive. Classification systems based on which the specialist sets the diagnosis of ADHD are based on behavioral descriptions that are taken into account in relation to the statistically normal or considered normal. The diagnosis, therefore, has nothing to do with the cause of hyperactivity, which remains unknown. But the explanations, because a child is so lively, can vary …
As a diagnosis of behavior rather than a physical disorder, children diagnosed with ADHD are monitored by mental health experts (child psychiatrist, child psychologist) rather than the pediatrician. The therapeutic group is first asked to answer the question:
-What is the family and school context within which a child experiences behavioral difficulties? How much does this framework help, or does it make it difficult for the child to succeed?
What does hyperactivity describe?
According to the ADHD criteria, a child behaving like a hyperkinetic can not sit in his chair for more than a few minutes. He continues to suffer damage. He stuns his parents because he finds himself everywhere. He does not care what he says. She flies without thinking. It is at risk of ignoring the consequences. He often defies the rules, not as a revolutionary but more because he seems to have forgotten them.
Is my child ultimately hyperactive or just lively?
The boundary between loudness and hyperactivity is determined by scientific, cultural and social prejudices. As time goes by, it seems that this threshold is shifting to the detriment of regularity. ADHD in Western countries is diagnosed at epidemic rates. Our media bombard us with studies that claim that there is a genetic background for any kind of “pathological” behavior. It is important to underline that: The concept of hyperactivity is not necessarily associated with a disorder. A child can be careless, restless and exhausting lively for a variety of reasons, for example because he feels stressed in an unfamiliar, unknown environment (for example, in an examining office of a specialist who declares he is an author in ADHD 🙂 . A child may seem hyperactive at school because he does not understand anything he hears or reads. In a family where everyone is running and everything is confused, it may seem difficult for a child to sit and play quietly somewhere. Diet, computer games and television seem to play a decisive role in a child’s behavior and sentiment.
What explanations are there for hyperactivity?
A simple explanation for the difficulty in gathering is that each child has its own ripening rates. It has been shown, both empirically and through studies, that the nervous system in boys matures at a slower pace than in girls. It is next that many boys at school have difficulty in cognitive skills in relation to the other sex. Even the month when a child was born, if it won a year, can play an important role in whether or not she succeeds in school, compared to other class children, and if she is interested in the lessons. My personal experience has shown that hyperactivity is largely related to emotion, to the relationship the child has developed with the educator or his / her parent. Today, in medical circles there is a biological vision for ADHD. It is therefore supposed to be a malfunction in the production of a chemical in a region of the brain. But there is no research biochemical model capable of describing or proving such a theory.
When should I ask for a specialist’s opinion?
It would be good to ask for help when this behavior makes it difficult for the child to:
- not be able to attend the lesson and the activities of his class
- not to be able to participate in group games with other children
- to cause persistent and constant difficulties for other family members
- to feel frustrated in what he is trying to achieve and to believe he is inadequate
What do you suggest;
In any case, I would suggest that we be wary of the diagnosis itself. Usually, for children who have difficulty studying for various reasons, I suggest that they have frequent breaks and, as much as possible, reduce the stimuli in the study room. I mean, there is nothing else on the table apart from the study book, the room being tidy and of course being away toys, television, computer, paddle, etc. It also seems to help give as many stimuli as possible to the object of the study (eg colors and designs in relation to what we write or describe, pantomime, theater, images and video on the computer). Although the drugs used in ADHD are considered to be effective, the latest data does not seem to agree. The NIMI MTA study (Jehnsen et al., Journal of the American Academy of Child and Adolescent Psychiatry, 2007), which is the only one currently examining the action of drugs for ADHD over time, showed that three years later, there were no particular differences between the group of children who received medication, the group who entered into behavioral therapy and those children who followed other care within the community. In the initial phase of the study, during the first four months, the group of children receiving a drug had a better performance on the subject of concentration. The UK’s treatment protocol in the UK since 2008 describes that drug delivery is not a first option but should be taken into account in serious cases. (Related Article: “Drugs, Diagnostics and Money Generation”). In addition, it has been proven that it helps a lot to keep parents a stop to the child as dictated by Non-Violent Resistance.