Attention deficit and hyperactivity (ADHD) is a condition of biological and genetic origin that causes difficult times for both the child, his family, and his friends and teachers at school until it is diagnosed and treated. The golden rule in ADHD treatment is cooperation. In other words, it is necessary to observe the child well in every area where he is functional and to support him in managing both himself and his relationships by using his resources. In this regard, the psychiatrist, family, teachers at school, guidance department and friends should cooperate. First of all, it should be taken into consideration that "labeling", which is a condition that is resistant to treatment, should not be taken into consideration because it is a provocation of semi-ignorance imposed by society, and that a delayed and worn out life that causes more harm by postponing the process will not make anyone happy. ADHD is a condition in which the inability to pay attention to situations that require responsibility and discipline, while the same inattention is absent, or even full attention, to situations that are pleasurable and interesting. This is the situation where parents and teachers make mistakes and miss the most. For example, parents say, "He is very attentive to the things he likes, but when it comes to the lesson, he avoids difficulties" or the teacher says, "He doesn't seem to be listening to the lesson, but he answers when I ask, he is naughty but smart," and they gloss over the process with misleading observations.
Hyperactive. Children are not aware of their behavior or may not be able to prevent these impulses, which creates problems in their relationships. His parents and teachers can notice this situation, try to understand that he is not doing it on purpose, and help him change his behavior with an appropriate tone and approach. Keeping the child open to stimulation by giving him more active roles while playing with his friends keeps the child's interest in line with his wishes and impulsive escapes are also reduced. Since the child who cannot receive stimulation cannot stop himself with the tendency to give stimulation, he exhibits impulsive, negative and incompatible behaviors, resulting in undesirable situations such as damage to friendship relations and exclusion. A child with ADHD who is excluded by his friends may experience depressive processes that make him unhappy, withdrawn, and judge himself negatively. While most hyperactive children are found to be fun and loved, when they are impulsive they are feared and avoided. It could be a child. When the child's activities are directed to creative and talented areas, he can be made responsible, disciplined and exemplary instead of impulsive. Children with attention deficit or hyperactivity, who pay full attention while watching cartoons, seem to be hypnotized because they are bombarded with stimuli. However, even when watching, they do not harm anyone, even if they are moving. The same situation can be achieved by being useful, talented, creative and with activities that he/she likes. For example, enrolling in a football school or taking dance, painting or music education. In this way, they can be happy children who are not excluded, not alone, wanted, and sometimes even tolerated.
Support is needed in planning and implementation in both attention deficit and hyperactivity. It can be ensured that students are more willing to study and complete their study hours in shorter but several sessions. By keeping the rest breaks a little longer, resistance to the lesson is reduced. Performance can be increased by giving motivational speeches. It is necessary to avoid reverse motivation, for example, statements such as "Ayşe is more hardworking than you, her grades are better" can lower self-confidence. Since the ADHD child's escape statements such as "I don't like the lesson" or "I don't want this teacher" lie behind the negative feelings such as "I'm having a hard time now, I'm inadequate, I'm a failure", the family may need to start a new process again with a compromise solution by trying to understand him. Of course, guidance teachers may be asked to collaborate with other branch teachers to create activities that will increase their interest and desire for the lesson, and to be open to positive, caring and encouraged conversations. When he experiences impulsive and behavioral problems, conditions can be created where he is calm and able to listen and heed the warnings on this issue. While studying alone is encouraged, support can be obtained from a loved one's brother or sister. It can be said that taking private lessons helped him perform better than in the same environment with large groups. It is necessary to act together first to arrange the room, and then to observe it and give it the responsibility to do it on its own. Taking notes and shopping for forgetfulness While giving tasks, reminders can be given to warn people about attention. Of course, the rewards are meaningful according to the amount of work he has done, and he can be offered whatever he wants. While the intelligence of children with ADHD is at least as good as their friends, their disorganization and carelessness cause them to miss information. Sometimes, since the coexistence of diagnoses such as learning disabilities is more common in ADHD, support may be needed in this regard. You should not forget that you are with a special child! Beneath his seemingly careless behavior, he asks, “Why am I like this? He may display a rebellious attitude by saying, "This is not my choice, it is unfair." He/she may be clumsy and may have some problems because his fine motor movements will be insufficient. It is necessary to recognize this situation and try to help him develop games and hobbies that improve fine motor movements. If you want to talk, communicate, and get yourself listened to, make eye contact, but do this in a caring manner, using facial expressions, tactile contacts, and metaphors, not forcefully and for a long time.
There is also a lot that teachers can do. First of all, being tolerant and tolerant while showing interest and love will affect him/her positively with a good relationship and sincerity. It will be beneficial to have him/her sit in the front rows of the class and have him/her sit with a friend who is more interested in the lesson. In order to keep the student's attention during the lesson, it is ensured that the student's attention is kept in the lesson by giving more stimuli than other students and at the same time giving them some responsibilities that do not tire them. For example, interest and participation in the lesson can be increased by wiping the board, taking attendance, asking "don't you think so?" "What do you think about this?" or asking non-challenging questions to be solved on the board while teaching. By making more frequent eye contact while teaching a lesson and giving tactile stimulation by coming up to him from time to time, you will give him the feeling of "I care about you and I want to help you, can you accompany me?" If he needs to take medication and it is a medication he must take at school, if his teacher reminds him about it, it will contribute to medication compliance. Both the family and the teacher must use a ruthless and strict rule to punish the child's continued behavior despite warnings, taking into account his/her situation. It should not be exposed to algae. While showing your determination by making explanations again and again, you need to give the message "I understand you too, but we need to see your effort." You can contribute to the child with ADHD's management of his/her life and education process with many other communication techniques. Different interpretations can be made by taking into account the personality characteristics and structure of each child with ADHD, such as the principle of "There is no disease in medicine, there are patients". But considering that it is essentially a genetic and biological condition, the importance of drug treatment becomes clear. Even if the diagnosis is made before the age of seven, drug treatment is not started unless there is very serious hyperactivity. When necessary, drug treatment is started at school age.
Due to the misconceptions about the drugs used in ADHD, ignoring and postponing treatment by families, even though it is possible, causes great harm to both the child and the family. One of these negative myths is that the drug is addictive. There is no such addiction, and there are studies showing that substance addiction is more common in children with ADHD who do not use medication, compared to those who use medication. The biggest reasons for this are that the tendency towards pleasure cannot be managed, and the tendency towards substance use increases in situations such as being excluded from school and dropping out of school. While substance use may seem like something pleasurable, it can also become irresistible for someone with ADHD because it can also have an effect on concentration (like nicotine in cigarettes, caffeine in coffee or cola). At the same time, someone with ADHD is exposed to situations such as avoiding and postponing the problem by using dysfunctional substances as a coping mechanism for negative progress in his life and managing stress. First, it is used as a pleasure-oriented social drinker, then it is used to abuse the substance, that is, to cope, and the inevitable end is substance addiction, that is, the inability to do without it anymore. Since substance withdrawal is psychological and physiological, he risks both his health and his future to achieve it. Red prescription drugs used in ADHD, called Stumulant, cause an alarming perception of red and "addiction" and "dangerousness". �� draws the image. However, if an addictive drug is not used, there should be an inability to do without it due to withdrawal. It is known that these medications can be omitted if desired or not needed, and medication holidays can be taken during holidays.
This disease is as if it had just emerged; “Did you have ADHD before?” We carry the negativities of those years into the future with glosses such as "It will go away when you grow up, it will go away when you get circumcised, it will go away when you get married, it will go away when school starts, give a punishment and it will go away". In those who do not use medication, difficulties in coping with difficulties in their relational and educational lives pave the way for other mental illnesses (depression, bipolar disorder, anxiety disorders, etc.). These drugs are known as replacement therapy and should be used by those who really need them. It would not be right to make a diagnosis and attempt treatment without a doctor's examination and the exclusion of certain diseases. The drug should not be abused with statements such as "it clears the mind" or "it increases exam-work performance". With the use of the drug, the child's academic success increases and his self-confidence indirectly increases. Of course, since this will foster positive feelings, there will be an improvement in their relationships and an increase in social support. Positive feedback begins to replace epithets such as lazy, naughty, and naughty. It positively affects therapy conditions and family support. While the statements that the drug stops physical development are not true, there are publications claiming that the disease itself delays the development and normal balance is established after a while.
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