Sections: School psychological service

AT recent times Attention deficit hyperactivity disorder (ADHD) is gaining more and more relevance, which in the process of ontogenesis can change in facade into deviance or delinquency. Literature analysis revealed wide variability in data on the prevalence of ADHD. So, for example, in the USA there are 4-20% of hyperactive children, in the UK - 1-3%, in Italy - 3-10%, in 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, with 9 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 types 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 cause offenses. 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:

• difficulty in concentrating (the child is unable to pay attention to details, for example, does not pay attention to changing instructions 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 something 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 necessary for tasks and daily activities;
• may be sloppy (as in doing school assignments, as well as in relation to their appearance);
• distracted by extraneous stimuli (after being distracted, he may completely forget what he was doing);
• often shows forgetfulness in everyday situations:
• the child constantly spins 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);
• talkative;
• 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;
• direct;
• 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.

Inadequacy of behavior, social maladjustment, 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 disorganization interfere with their promotion, in the device 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.

System treatment 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 correction includes methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction. The child is recommended a sparing mode of learning - 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). important in terms of social adaptation is also a purposeful and long-term education in a child of socially encouraged norms of behavior, since the behavior of some children has features of asocial behavior. Psychotherapeutic work is needed with parents 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 the “hyperactive” child (meal time, homework, sleep), provide him with the opportunity to expend excess energy in physical exercises, long walks, and 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 work with such children can be done 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!".

Drug therapy for attention 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.

The prognosis is relatively good, as in a significant proportion of children the symptoms disappear in 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 child will 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 test or a test for a limited time, but knowledge for the successful completion of the control is quite enough. 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, by the end of the first grade are among the underachievers.

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 distracted as little as possible.

1. Sit the student at 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 begins 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, quietly signal to him 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. Tell your parents not only about negative aspects baby, but about the positive.
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. There is a need for a constant dialogue 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.

Lliterature

1. Bolotovsky, G. V. Hyperactive child / G. V. Bolotovsky, L. S. Chutko, I. V. Popova. - St. Petersburg: NPK "Omega". - 2010. - 160 p.
2. Bryazgunov I. P., Kasatikova E. V. Restless child, or all about hyperactive children. - M .: Publishing House - to the Institute of Psychotherapy, 2001.
3. Gippenreiter, Yu. B. Communicate with the child. How? / Yu.B. Gippenreiter. – M.: ACT, Astrel. – 240 s.
4. Zmanovskaya E.V. Deviantology. – M.: ARKTI, 2004.
5. Oaklander, W. Windows to the child's world. Guide to child psychotherapy / V. Oklander. – M.: Klass, 1997. – 336 p.

Due to the epidemiological situation, it is possible to consult some specialists online. Administrator details

Development of the sense organs in a child
How does a child begin to navigate in a space that seems familiar to us?

Game psychocorrection when working with children with ADHD

Shevchenko M.Yu.

Attention deficit hyperactivity disorder (motor disinhibition syndrome, hyperactivity syndrome, hyperkinetic syndrome, hyperdynamic syndrome) is a very common disorder of childhood and is a complex and highly relevant multidisciplinary problem. Based on biological mechanisms, it manifests itself in violations of the cognitive, emotional and volitional spheres of the child and is realized in the school and social adaptation of the emerging personality.

Hyperkinetic disorder is characterized by an early onset (before 7 years of age) and a combination of hyperactivity, uncontrollable behavior with severe inattention, lack of sustained concentration, impatience, a tendency to impulsiveness, and a high degree of distractibility. These characteristics appear in all situations and do not change over time.

The causes of ADHD are complex and remain poorly understood despite a large body of research. Genetic, neuroanatomical, neurophysiological, biochemical, psychosocial and others are being studied as possible causal factors. There are opinions that a genetic predisposition still plays a decisive role in the pathogenesis of these disorders, and the severity, concomitant symptoms and duration of the course are closely related to the influence of the environment (Barkley, 1989).

Psychological portrait of a hyperactive child

ADHD is manifested by excessive motor activity unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties.

Attention disorder manifested by premature interruption of tasks and activities. Children easily lose interest in a task as they are distracted by other stimuli.

motor hyperactivity means not only a pronounced need for movement, but also excessive anxiety, which is especially pronounced when the child needs to behave relatively calmly. Depending on the situation, this can manifest itself in running, jumping, getting up from a place, as well as in pronounced talkative and noisy behavior, swaying and fidgeting. First of all, this is observed in structured situations that require a high degree of self-control.

Impulsiveness , or a tendency to act too quickly, thoughtlessly, manifests itself as in Everyday life as well as in the learning situation. At school and in any learning activity, these children have an “impulsive type of work”: they hardly wait for their turn, interrupt others and shout out their answers without answering the question completely. Some children, because of their impulsiveness, easily get into dangerous situations without thinking about the consequences. This propensity to take risks often leads to injuries and accidents.

In most cases, impulsivity cannot be called a transient symptom; it persists in the process of development and maturation of children for the longest time. Impulsivity, often combined with aggressive and oppositional behavior, leads to difficulties in contacts and social isolation.

Difficulties in contacts and social isolation are common symptoms that make relationships difficult with parents, siblings, teachers, and peers. Such children often do not feel the distance between themselves and an adult (teacher, psychologist), they show a familiar attitude towards him. It is difficult for them to adequately perceive and evaluate social situations, to build their behavior in accordance with them.

Manifestations of ADHD are determined not only by excessive motor activity and impulsive behavior, but also cognitive impairment (attention and memory) and motor awkwardness due to static-locomotor insufficiency. These features are largely associated with the lack of organization, programming and control of mental activity and point to the important role of dysfunction of the prefrontal parts of the cerebral hemispheres in the genesis of ADHD.

In addition to the above symptoms, many authors point to aggressiveness, negativism, stubbornness, deceit, and low self-esteem that are common in this syndrome (Bryazgunov, Kasatkina, 2001, 2002; Golik, Mamtseva, 2001; Badalyan et al., 1993).

Thus, the choice of ADHD correction methods should be individual character taking into account the severity of the main manifestations of ADHD and the presence of concomitant disorders. At the same time, the correction of the manifestations of ADHD, as well as the diagnosis of this syndrome, should always be complex and combine various approaches, including work with parents and methods of behavior modification (i.e. special educational techniques), work with school teachers, methods of psychological pedagogical correction, psychotherapy, as well as drug treatment. Corrective work with a hyperactive child should be aimed at solving the following tasks:

1. Conduct a comprehensive diagnosis of a child showing symptoms of attention deficit hyperactivity disorder.
2. Normalize the situation in the child's family, his relationship with parents and other adults. It is important to teach family members to avoid new conflict situations.
3. Establish contact with school teachers, acquaint them with information about the nature and main manifestations of ADHD, effective methods of working with hyperactive students.
4. To achieve an increase in the child's self-esteem, self-confidence by acquiring new skills, achieving success in school and everyday life. Need to define strengths the personality of the child and his well-developed higher mental functions and skills in order to rely on them in overcoming the existing difficulties.
5. Achieve obedience in a child, instill in him accuracy, self-organization skills, the ability to plan and complete the work begun. Develop in him a sense of responsibility for his own actions.
6. To teach the child respect for the rights of people around him, proper verbal communication, control of his own emotions and actions, skills for effective social interaction with people around him.

Organization of the correctional and pedagogical process with hyperactive children must meet two mandatory conditions:

1. The development and training of weak functions should be carried out in an emotionally attractive form, which significantly increases the tolerance of the load and motivates self-control efforts. This requirement is met game form classes.
2. The selection of such games that, while providing training for one functional ability, would not impose a simultaneous load on other deficient abilities, because it is known that the parallel observance of two, and even more so three conditions of activity causes significant difficulties for the child, and sometimes simply impossible.

Even with all the desire, a hyperactive child cannot comply with the rules of behavior in the classroom, requiring that he sit quietly, be attentive and at the same time restrained for a sufficiently long time.

Hence, the main condition for the development of deficient functions in these children is that when presenting a game to the child that requires tension, concentration, retention and arbitrary distribution of attention, one should minimize the load on self-control of impulsivity and not limit motor activity. Developing perseverance, you should not simultaneously strain active attention and suppress impulsiveness. Controlling one's own impulsiveness should not be accompanied by a restriction on the ability to receive “muscle joy” and may allow for a certain amount of absent-mindedness.

The psycho-correctional and correctional-pedagogical work carried out by us is a complex of developing games that allow to influence in isolation the individual components of the hyperactivity syndrome (Shevchenko Yu.S., 1997; Shevchenko Yu.S., Shevchenko M.Yu., 1997). So, we have identified several groups of educational games for children with hyperactivity syndrome, which can alternate in the structure of a single game plot of specially organized classes, and also be included in the content of free time at school and at home:

• Games for the development of attention , differentiated by the involved indicative analyzers (visual, auditory, vestibular, skin, olfactory, gustatory, tactile) and by individual components of attention (fixation, concentration, retention, switching, distribution); (stability, switching, distribution, volume).
• Games to overcome disinhibition and to train perseverance (which do not require active attention and allow manifestations of impulsivity).
• Games for training endurance and control of impulsivity (allowing you to be inattentive and mobile).
• Three types of games with a dual task (requiring to be both attentive and restrained, attentive and motionless, motionless and non-impulsive);
• Games with a triune task (with a simultaneous load on attention, perseverance, restraint).

It seems promising to select appropriate computer games, very attractive for children, which can be used both for the dynamic diagnosis of various characteristics of attention (Tambiev A.E. et al., 2001), and for its development.

The games we developed were offered to children with ADHD, taking into account the qualitative analysis of their cognitive, behavioral and personal characteristics. That is, in fact, each child was offered his own set of games, the most adequate to his violations. Games are designed in such a way that if a child fails to complete a game task, it can be facilitated, changed, made more accessible for execution at this stage. The same thing happens when the child performs the game well: the game can be complicated, new rules and conditions of the game can be added. Thus, on the one hand, the game becomes familiar and understandable for children, and on the other hand, it does not become boring over time. When children begin to successfully cope with each individual type of game (games for attention, games to overcome motor disinhibition, games for perseverance), then the psychologist (teacher, educator, parent) introduces games with a two-pronged task, and then with a triune task. Games are initially performed individually with each child, later it is preferable to use group game tasks in which children not only continue to develop all impaired components of attention, overcome impulsivity and restrain motor disinhibition, but also learn to interact with other people, take into account their personal characteristics.

These games can be held both in special classes by a psychologist, and by a teacher in a lesson during the so-called “physical education”, as well as by parents of a hyperactive child at home.

Examples of psycho-corrective games

hubbub

Target: development of concentration of attention, development of auditory attention.
Game conditions. One of the participants (optional) becomes the driver and goes out the door. The group chooses a phrase or line from a well-known song, which is distributed as follows: each participant has one word. Then the driver enters, and the players all at the same time, in chorus, begin to repeat each their own word. The driver must guess what kind of song it is, collecting it by the word.
Note. It is desirable that before the driver enters, each child repeats aloud the word he got.

Mill

Target:
Game conditions. All players stand in a circle at a distance of at least 2 meters from each other. One of the players receives the ball and passes it to another, that to a third, and so on. gradually increase the transmission speed. A player who misses the ball or throws it incorrectly is out of the game. The one who remains in the game last wins.
Note. The game can be complicated by the fact that someone will beat the rhythm, under which the players will throw the ball to each other, that is, use auditory attention. In addition, this rhythm can change (sometimes faster, sometimes more slowly).

“Find the difference” (Lyutova E.K., Monina G.B.)

Target: development of the ability to focus on details, the development of visual attention.
Game conditions. The child draws any simple picture (cat, house, etc.) and passes it to an adult, while he turns away. An adult draws a few details and returns the picture. The child should notice that the picture has changed. Then the adult and the child can switch roles.
Note. The game can also be played with a group of children. In this case, the children take turns drawing a drawing on the board and turn away (while the possibility of movement is not limited). An adult draws. Children should say what changes have occurred.

Silence

Target: development of auditory attention and perseverance.
Game conditions. The children are given the instruction: “Let's listen to the silence. Count the sounds you hear here. How many? What are these sounds? (starting with the one who heard the least).
Note. The game can be made more difficult by giving the task to children to count the sounds outside the room, in another class, on the street.

Cinderella

Target: development of the distribution of attention.
Game conditions. The game involves 2 people. On the table is a bucket of beans (white, brown and colored). It is necessary, on command, to disassemble and arrange the beans into 3 piles by color. The one who completes the task first wins.

Beans or peas?

Target: development of tactile attention, distribution of attention.
Game conditions. The game involves 2 people. On the table is a plate of peas and beans. It is necessary, on command, to disassemble and arrange the peas and beans on two plates.
Note. In the future, the game can be made more difficult by blindfolding the players.

most attentive

Target: development of attention and visual memory.
Game conditions. The participants of the game stand in front of the leader in different poses (it can be on the topic: “Animals in the zoo”, “Children on a walk”, “Professions”, etc.). The host must remember the order and posture of the players. Then the leader turns away. At this time, the players change places and change poses. The host must say who stood how.

Snowball

Target: development of attention, memory, overcoming impulsivity.
Game conditions. The theme of the game is chosen: cities, animals, plants, names, etc. players sit in a circle. The first player calls a word on this topic, for example “elephant” (if the theme of the game is “Animals”). The second player must repeat the first word and add his own, for example, “elephant”, “giraffe”. The third says: "elephant", "giraffe", "crocodile". And so on in a circle until someone makes a mistake. Then he leaves the game and makes sure that the others do not make mistakes. And so on until there is only one winner left.
Note. Similarly, you can come up with “Detective”, adding up the plot one word at a time. For example: “Night”, “street”, “steps”, “shout”, “strike”, etc. you can allow children to prompt each other, but only using gestures.

It's boring to sit like this

Target: attention development.
Game conditions. There are chairs along opposite walls of the hall. Children sit on chairs near one wall and read a rhyme:
It's boring, it's boring to sit like this,
All look at each other.
Isn't it time to run
And change places?
As soon as the rhyme is read, all the children run to the opposite wall and try to take free chairs, which are one less than the participants in the game. Whoever is left without a chair is out.
Everything is repeated until the winner takes the last remaining chair.

Don't miss the ball

Target: development of attention
Game conditions. The participants of the game stand in a circle and put their hands on each other's shoulders. The driver stands in the middle of the circle, the ball is at his feet. The driver's task is to kick the ball out of the circle with his foot. The task of the players is not to release the ball. You can't separate your hands. If the ball flies over the hands or head of the players, the kick is not counted. But when the ball flies between the legs, the driver wins, becomes a player, and the one who missed the ball takes his place.

Siamese twins

Target: impulsiveness control, communication flexibility with each other, promote trust between them.
Game conditions. Children are given instructions: “Pair up, stand shoulder to shoulder, hug each other with one hand on the belt, put your right foot next to your partner’s left foot. Now you are fused twins: two heads, three legs, one body and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc.”
Notes. In order for the “third” leg to act together, it can be fastened either with a string or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

Bears and cones

Target: endurance training, impulsiveness control.
Game conditions. Cones are scattered across the floor. Two players are offered to collect them with the paws of large teddy bears. The one who collects the most wins.
Notes. Instead of toys, you can use the hands of other players, but, for example, turned with the back of your hand. Instead of cones, you can use other items - balls, cubes, etc.

“Speak” (Lyutova E.K., Monina G.B.)

Target: impulse control.
Game conditions. Children are given instructions: “Guys, I will ask you simple and complex questions. But it will be possible to answer them only when I give the command - “Speak”! Let's practice: "What season is it now?" (pause is maintained). "Speak!" What color is the ceiling in our classroom? "Speak!" "What is two plus two?" "Speak!" "What day of the week is it today?" "Speak!" Etc

Push - catch

Target: development of attention, control of motor activity.
Game conditions. Children are divided into pairs, each pair has a ball. One sits, the other stands at a distance of 2-3 meters. The seated one pushes the ball away to the partner, quickly gets up and catches the ball thrown to him. After several repetitions, the players change places.

Pass the ball

Target: development of attention, control of motor activity.
Game conditions. Children are divided into 2 equal groups, stand in 2 columns and, on a signal, I pass the ball. The last one standing in each column, having received the ball, runs, stands in front of the column and passes the ball again, but in a different way. The game ends when the leading link is in front with the ball.
Ball passing options:

• overhead;
• right or left (you can alternating left-right);
• down between the legs.

Note. All this can be done with energetic music.

Storks - frogs

Target: attention training, motor activity control.
Game conditions. All players walk in a circle or move around the room in a free direction. When the facilitator claps his hands once, the children should stop and assume the “stork” position (stand on one leg, arms to the sides). When the hosts clap twice, the players assume the “frog” position (crouch, heels together, socks and knees to the sides, hands between the feet on the floor). For three claps, the players resume walking.
Note. You can come up with other poses, you can use a much larger number of poses - so the game becomes more complicated. Let the children come up with new poses.

Broken phone

Target: auditory development.
Game conditions. The game involves at least three players. A verbal message, consisting of one to several words, is passed by the players to each other in a circle (in a whisper, in your ear) until it returns to the first player. It is impossible to repeat the transmitted word or sentence to a neighbor if he did not hear it. Then the received message is compared with the original one and the player who distorted it is found.

Let's play with objects

Target: development of attention, its volume, stability, concentration, development of visual memory.
Game conditions. The facilitator chooses 7-10 small items.

1. Put objects in a row and cover them with something. Having slightly opened them for 10 seconds, close them again and invite the child to list all the items.
2. Again, briefly show the child the objects and ask him in what order they lay.
3. After swapping two objects, show all objects again for 10 seconds. Invite the child to catch which two objects are shifted.
4. Without looking at the objects anymore, say what color each of them is.
5. Having put several objects one on top of the other, ask the child to list them in a row from bottom to top, and then from top to bottom.
6. Divide items into groups of 2-4 items. The child must name these groups.

Note.

These tasks can be further varied. You can play with one child or with a group of children. You can start with a small number of items (how many the child is able to remember will be seen from the first task), increasing their number in the future.

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, timely diagnosis of the manifestations and causes of hyperactivity in children is important, 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 the scientific definition of such conditions of the child for a long time did not have. 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 in different ways, 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 to 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 statistical study Russell Barclay.

· 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 severe 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 problems with expressive speech 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.

Modern research suggest that hyperactivity syndrome may 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 junior 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's a stage change intellectual development, conditions are 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 large hemispheres of the brain 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.

Attention Deficit Hyperactivity Disorder(abbreviated ADHD) is a complex symptom complex with multi-level causes and, accordingly, its multi-level solution

• At the medical level
• At the level of the brain
• On a psychological level
• At the pedagogical level

From this it becomes clear why only psychologists and speech therapists, only neurologists and pediatricians, can solve the problem of your child, and the problem itself may be beyond the competence of psychiatrists.

We, understandingThus, the problem of ADHD - we have clear algorithms for diagnosing and correcting the behavior of a child with ADHD.

We undertake the correction of psychological and psychophysiological disorders in a child. And we work in close cooperation with an osteopath, a kinesiologist, a homeopath, a neurologist, a neuropsychologist, an educational psychologist and other specialists as needed, depending on the specific situation. And - most importantly: this problem is completely solvable.

ADHD is a complex symptom complex that really has multi-level causes and, accordingly, requires its multi-level solution.

So, ADHD is curable, Here is a strategy for solving the problem:

At the medical level

We see in 98% of children with ADHD damage to the cervical spine during childbirth. In the form of hypermobility C 2-4 (second-fourth) of the cervical vertebra [more details - here: Atlas and birth injuries of the neck] . The situation is so typical that some radiologists perceive these symptoms as normal.

Solution:

• Changing technologies of obstetric obstetric care in Russia. [More details here: Ratner A.Yu. Neurology of newborns: Acute period and late complications / A.Yu. Ratner. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2008. - 368 p. ISBN 978-5-94774-897-0]
• Correction of the consequences of birth injuries of the cervical spine and restoration of blood circulation in the brain. Work with the neck of a manual therapist, osteopath. (Ideally, it is necessary to carry out such a correction in the neonatal period). In Southeast Asia, China, obstetricians do the correction of the child's cervical spine right away, right at the mother's feet. The midwives in Russia did the same. (The author found these technologies in the 50s of the last century).

At the level of the brain

In recent years, our research shows a slowdown in brain maturation in today's children. A more perfect brain began to mature more slowly.

If 100 years ago the brain of children matured at 9 years old and children were sent to the gymnasium at 9-10 years old, today we see maturation not earlier than at 15.5-16.5 years. (Suffice it to say that children increasingly begin to speak only at 3.5-4.5 years).

Among children born after 2000, in about 98% we see ambidexterity (ambidexterity - double, dextrum - right hand). That is, these children are not right-handed and not left-handed, but "two-handed." Accordingly, their brain works differently.

Features of the brain in new children: Tests by Vladimir Pugach: “ambidexters”

Solution:

Help in accelerating brain maturation

Restoration of blood circulation in the brain vessels of a child damaged during childbirth.

• Release of clamped large vessels of the neck and nerve endings of the cervical spine, which were damaged during childbirth.
• Stimulation of the development of capillaries and precapillaries of the child's brain.
• Stimulation of the maturation of the nervous tissue of the brain in your child.

Release of large vessels of the cervical spine

It is advisable to take a course of corrective work with the neck and head with an osteopath. Here is the address of reliable certified specialists: “Unified National Register of Osteopaths of Russia”: http://www.enro.ru/

The goal is to release the clamped large vessels that feed the child's brain.

"Pills" this is impossible to achieve.

Stimulation of the development of capillaries and precapillaries for nutrition and respiration of the child's brain

For example , Ginkgo Biloba + Magnesium B 6 [Method developed by Israeli colleagues].

• Ginkgo biloba, having a mild nootropic effect, improves the interneuronal regulation of brain cells; mild fibrinolytic effect opens the thinnest microcapillaries, like a web, providing access of oxygen and nutrients to the maturing areas of the brain].

Stimulating the maturation of the nervous tissue of the brain

• Magnesium B6 By about the fourth or fifth month of therapy, the immature neurons (nerve fibers) of the child's brain are covered with a protein myelin sheath. It turns out a kind of "cable". The signal is more accurate and economical. Outwardly, this looks like the “more adult” behavior of your child. .

At the psychological and psychophysiological levels, we see

• general infantilism in the behavior of the child, that is, a pronounced lag in behavior and reactions to the environment;
• the rapid depletion of the brain and hence the difficulty of retaining attention;
• reduced motivation for learning;
• rapid depletion of the auditory canal, the child "does not hear" requests addressed to him;
• spontaneous actions: “first does, then thinks”

In our opinion, such behavioral disorders are primarily due to the immaturity of the brain due to birth injuries many years ago. A feature of psychophysiological immaturity are pronounced external signs of infantilism. And also due to the unique adaptive property of the central nervous system of the child according to the type of “N. Vvedensky’s parabiosis”. Hence the peculiarities of correction methods.

Solution:

• Neuropsychological correction;
• Defectological correction;
• Correctional work of a speech therapist;
• Learning to read according to the Zaitsev method;
• BFB - biofeedback;
• transcranial micropolarization;
• The TOMATIS method, etc.

In addition, there are currently several non-pharmacological approaches to the treatment of ADHD, which can be combined with pharmacological correction, or used independently.

For example:

• Training Your Brain and I.S. Triple Inventions Bach/node/388
• Psychological correction of the child through the mother/node/356
• This is the "wellness meditation" of the child through the mother /node/438You need to turn on this audio recording and just lie down with your eyes closed for 30 minutes. After that, everyone experiences a feeling of relaxation and a surge of strength, a brighter world and a good mood. Works! :-)) Practice about 1-2 times a week. Or as you remember.
• Visual simulator "18 rotating girls"/node/220
• Neuropsychological correction (using various exercises).
• Behavioral or behavioral psychotherapy focuses on certain behavioral patterns, either shaping or extinguishing them with the help of reward, punishment, coercion and inspiration. It can be used only after neuropsychological correction and maturation of brain structures, otherwise behavioral therapy is ineffective.
• Work on personality. Family psychotherapy, which forms the personality and which determines where to direct these qualities (disinhibition, aggressiveness, increased activity).
• Nutricial. Replenishment of deficiencies of certain micronutrients that are involved in the synthesis and secretion of serotonin and catecholamine neurotransmitters. ADHD is known to be characterized by abnormal levels of these neurotransmitters [Wikipedia]

At the pedagogical level

Formation of internal control in the child. This is a complex of methods of pedagogical correction, psycho-correction and drug treatment with timely diagnosis helps hyperactive children compensate for violations in time and fully realize themselves in life.

Make an appointment /consultation

* * *

The main methods of drug correction ADHD

The approach common in ADHD is nootropic drugs, substances that, according to some experts, improve brain function, metabolism, energy, and increase the tone of the cortex. Amino acid preparations are also prescribed, which, according to manufacturers, improve brain metabolism.

There is no evidence that such treatment is effective.[Wikipedia "Attention Deficit Hyperactivity Disorder"].

O with new correction methods in the USA:

In the US and Western Europe, this problem is seen somewhat one-sidedly - only from a psychiatric and neurological point of view. ADHD is considered by them as a persistent and chronic syndrome for which no cure has been found. It is believed that children "outgrow" this syndrome, or adapt to it in adulthood.

Is it any wonder that a lack of understanding of the causes of ADHD led to the appointment of such children only psychostimulants that modify only external, hyperactive behavior, such as Ritalin, Strattera, concerto, etc. (ignoring pathogenetic reasons). And they continue to take them sometimes until the age of 30.

IN THE WORLD:

The United Nations Committee on the Rights of the Child has issued recommendations stating the following: “The Committee is concerned about reports that Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) are being misdiagnosed and that psychostimulants are being over-prescribed as a result, despite increasing evidence of the harmful effects of these drugs. The Committee recommends further research into the diagnosis and treatment of ADHD and ADD, including the possible negative effects of psychostimulants on the physical and psychological well-being of children, and the maximum use of other forms of correction and treatment when addressing behavioral disorders.”

So, as Friedrich Engels pointed out

in his book Dialectics of Nature

- Just practice

is the criterion of truth.

Including in approaches to the diagnosis and correction of attention deficit disorder...

All success!

Vladimir Nikolaevich Pugach, Candidate of Medical Sciences, Associate Professor in Social and Engineering Psychology,