“Your DAUGHTER is in class, as if she is dreaming. When I ask questions, she only talks, she is usually very quiet, and I see that she does not take notes in my class.” He wants it, I can't stop BOY."
"Even though I warned the BOY many times, he stuck his hand to that hot teapot again."
"I'm tired of following him with my eyes in the classroom. "She's paying attention, she's incredibly distracted."
"How many times has your daughter forgotten her bag at school?"
"I look at my daughter's face, I'm trying to explain something, but she doesn't seem to be listening, as if she's there physically but who knows where her mind is; But sometimes he can come to me and explain very well what I think he is not listening to.”
“I tell the BOY that they will buy it while going to the market, he comes back with the answer that I forgot what I was going to buy.”
“I told our BOY/BOY to go to the gym He left for a week, then he drew pictures for a month, he got bored with that, I never saw him finish anything completely.”
I wonder if we can add the understanding of “Change begins with thought, it comes to life in the individual” in addition to the lives above, which we consume by judging and judge again as we consume. Shall we add something with?
We can see that many people around us look at restless, disobedient, naughty, clumsy or careless children with different glasses. Especially in the preschool and primary school years, these children may be perceived as a giant rising among the ants. Similar to this perception, research focuses on the magnitude of the impact of attention skills on the basis of the development of children's interests, abilities and learning motivation in these two periods (Pre-school and primary school). Disorders such as Attention Deficit and Hyperactivity Disorder (ADHD), which negatively affect cognitive and affective processes, can also prevent the development of these skills.
Although research has been carried out in the fields of medicine and psychology for a long time, ADHD is a disorder whose causes are not fully determined but which also has biological basis. can be considered as ukluk. Since the most easily observable symptom is hyperactivity, children with high energy, also referred to as "hyperactive children" in society, can be noticed quite easily. However, it is important to consider the misleading nature of this definition. Because some children may be active just because they have high energy.
COMING FROM YOU
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Are smart children hyperactive?
There is a belief around us that "Smart children are hyperactive". However, Hyperactivity is a problem whose symptoms become clearer in childhood and occurs when the attention-behavior centers of the brain cannot function normally. While some of these children have normal intelligence, some of them may also be observed at high or low levels. The point that draws attention here is that the relationship between intelligence and hyperactivity or taken together is not correct.
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Is every active child hyperactive?
The first approach to this question should be towards the developmental area. Childhood is a period when much activity can be observed. The transition from childhood to adolescence is a period in which growth activity is relatively more intense compared to other developmental processes. Rapid growth in children and the resulting hormonal change also occur just as quickly. As a result, energy accumulation occurs in the body. The child who cannot get rid of this accumulation is exposed to the "naughty, naughty" labels expressed in society. What is expected from children is to release this energy in school and other social environments where they spend their time intensively. Therefore, it can be said that directing people to sports and other social activities or playing with soil and water in nature is very relaxing for both psychological and physical health. However, on the other hand, “Hyperactivity” is a psychiatric disorder and requires additional treatment.
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Are All the Symptoms of ADHD Seen at the Same Time?
Three main sub-dimensions It is taken into consideration and the treatment and psychotherapy plan is shaped accordingly. In the first dimension of ADHD; In addition to symptoms of attention deficit, there are also symptoms of hyperactivity. Especially in children between the ages of 6-8, symptoms of hyperactivity and impulsivity begin to come to the fore. While hyperactivity and impulsivity symptoms increase in the second dimension; Attention deficit symptoms are less observed. While these children generally have better school success; More adaptation problems can be observed in their environment. The last dimension is that while attention deficit is high; Hyperactivity and impulsivity symptoms are less observed. While these children have fewer adaptation problems; A decrease in school academic achievement can be observed. In addition, since obvious behavioral problems are not noticed in children; Parents and the general environment accept such children as "lazy, reluctant, uninterested".
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Is It Necessary to Use Medication in Treatment?
ADHD is a disorder with biological foundations. A balance of medication and psychotherapy is required in order for our children to take healthy steps in their academic development, in the new roles they will acquire in their lives (profession, career, mother, father, etc.) and to prevent personality disorders that are not preferred to be seen in later ages.
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Are ADHD Symptoms the Same in All Age Periods?
The growth and development process is a cycle that continues with different types of needs. In disorders such as ADHD, which is common in individuals at an early age, certain behaviors can be observed during developmental periods. For example, symptoms such as excessive crying, eating problems, irregular sleep and restlessness may be observed in infancy. Sleep disorders continue in the preschool period; Additionally, an increase in disobedience, purposeless behavior, constantly changing the job they focus on, and constantly on the move begins. During the school starting years, this is the period when the child starts to develop behaviors that are unacceptable in the school and the environment in general, such as disturbing his peers in the classroom and distracting attention in the classroom. . During adolescence, difficulties appear especially in tasks that require academic attention; The intensity of hyperactivity can be controlled (with activities such as dancing and sports), and impulsivity can pave the way for the development of risky behaviors.
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How Does Impulsivity Affect Daily Life?
Impulsivity is a condition that develops when the individual has difficulty in controlling himself, acting without thinking about the consequences and hasty behavior. These impulsive actions will be harmful; It may reveal the reasons for the development of behavioral problems such as the inability to postpone requests, the inability to wait for one's turn, and being hasty. Failure to work on this type of behavioral problems can lead to the child becoming aggressive and violent, especially among his peers; It may lead to the observation of behaviors such as disobedience, crying, and disobeying the rules among parents.
OTHER FACTORS TO BE CONSIDERED IN ADHD SYMPTOMS
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Study Studies have observed that increased symptoms of anger, regret, self-blame and hopelessness in mothers of children diagnosed with ADHD trigger depression. Therefore, family unity and balanced and consistent parental roles of the spouses are very important. Inconsistent relationships may cause personality splits in children at later ages.
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Children between the ages of 2-4 may present with symptoms such as speech difficulty, insomnia, and eating disorders.
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By adolescence, attention deficit and hyperactivity can turn into behavioral problems such as outbursts of anger, aggression, tendency to violence, and weakness in social relationships.
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When observed cognitively; There may be delays compared to their peers in the ability to think about problems, develop different alternatives, produce solutions about events or situations that may occur, understand emotions, make decisions and control them.
RECOMMENDATIONS FOR PARENTS
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Parents of children diagnosed with ADHD should treat their children more calmly and avoid conflict. They must create an atmosphere of peace and reconciliation that will prevent the emergence of devastating situations and environments. In this way, children can be less confronted with "No" expressions, which they do not like to hear from their parents. In environments with low conflict, it can help to feel less negative emotions such as anger.
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Some parents' denial attitudes such as "We were like this when we were kids" or "This is his habit" can distance both the child and the family from the truth and push them towards the truth of the discourses of the mind and environment. Acting by denying the facts may cause the doors to be closed to new developments that may occur in children.
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It is more beneficial for the child to give the rules that determine children's development and learning environments systematically and gradually rather than giving them all at once. It may be possible.
RECOMMENDATIONS FOR EDUCATORS AND TEACHERS
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Hyperactive children are very aware and sensitive to the behaviors developed towards both themselves and their environment. Therefore, it is very important for teachers to love their students with this style and behave compassionately. When the child feels this, he will be able to learn to develop similar behaviors.
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Students with high levels of attention deficit may be preferred to sit in the classroom, in a place where the teacher's contact is easy, in the front rows and in areas away from the window.
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The general attention span of these students can be considered to be around 20 minutes. Therefore, aiming for students to study for a long time may cause them to move away from academic development. By making a joint decision with the child, you can plan homework and study periods by taking frequent breaks.
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Participation in activities such as football, swimming, basketball and dance, where active movement is observed intensively, can be supported.
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It is important to be able to see the child's developmental efforts and not to neglect being able to convey what you can see to your student. You can make your student feel that he or she is on your side by expressing positive or negative feedback about the results. Especially
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