Ways to overcome - Pedagogical psychology

Way to overcome

Working with children who have "attention deficit hyperactivity disorder" should rely on knowledge of the causes of this pathology. At present, we have to state that these reasons are not clear enough. It has been established that an important role in the development of this pathology belongs to genetic factors, but it is obvious that unfavorable external influences contribute to this. Considering as the main causes of the manifestation of "attention-deficit hyperactivity disorder" biological factors, researchers are forced to state that the presence of organic damage to the central nervous system can not be detected in all children with this syndrome.

The successful adaptation of these children is facilitated by a positive family environment, skilful coping of opportunities for antisocial behavior. In educational work with such children, it is recommended that they pay attention to the feelings and motives of other people's behavior, encourage reflection on one's own behavior and emotions. This approach contributes to the development of cognitive and social skills of the child, his sense of personal responsibility and autonomy.

A key point in working with children who exhibit "attention deficit hyperactivity disorder" is the absence of a deductibility. In studies of New Zealand psychologists (TI Moffitt, 1990), it was found that boys with attention deficit, but without manifestations of delicacy, did not reduce their verbal intelligence and general educational skills (reading, etc.). They observed only minor episodes of antisocial behavior in younger adolescents.

Special studies have repeatedly noted that parents of juvenile delicts and extremely aggressive boys are less consistent in the use of encouragement and punishment. The shorter the time interval between undesirable behavior and punishment, the more effective the punishment itself. It is known that physical punishment is often an example of aggressive behavior for the child. The use of forceful methods (threats, deprivation, physical punishment) often leads to the opposite result, prevents the assimilation of moral values. The child's appeal to the feelings and experiences of other people (inductive methods) effectively motivate the child to follow norms and rules ("Do not shout at me, it offends me", "Do not push him, or he will fall and cry" etc .).

Special attention, in this connection, deserves the method of encouragement, in the application of which the principle of minimum sufficiency must be strictly observed. A reward should help to attract a child to a new way of acting, but should not become such a significant component of the situation that the child concentrates first of all on herself.

With this pathology repeatedly tried to fight and pharmacological methods. Pharmacological treatment, as shown by special research and practice, usually leads to a short-term improvement, but does not change the picture in perspective (J. Weiss, 1983). Therefore, the best that is offered by modern pedagogical psychology in terms of working with children who exhibit "disorder in the form of attention deficit hyperactivity" is to try to maintain the social balance at the level of the micro environment (family, school, peers) and positively solve the problems associated with destructive behavior.

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