LACK OF SPECIALISTS ADHD difficult to diagnose ADHD
April 25, 2011 - It is estimated that about 5% of school-age children suffer from Attention Deficit Disorder and Hyperactivity Disorder (ADHD), a psychiatric condition, being a chronic condition persists in some cases in adulthood in people who have suffered during childhood and adolescence.
Thursday, April 28, 2011
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"ADHD, to be a chronic disorder persists into adulthood. Up to 60% of those who have suffered in childhood and adolescence may hold some isolated symptoms, but only 30% still meet the diagnostic criteria
"ADHD, to be a chronic disorder persists into adulthood. Up to 60% of those who have suffered in childhood and adolescence may hold some isolated symptoms, but only 30% still meet the diagnostic criteria . " He adds that" It is important that this is a disorder that
always begins in childhood therefore not be diagnosed in someone who had no clear symptoms at this stage. " main symptoms presented by affected are the inability to sustain attention on a task for a minimum of time, anxiety, impulsivity, the faulty concept of time and precipitation in responses. However, although it is a condition that can have important consequences , ranging from school failure in childhood, and labor difficulties in adulthood, to become the power source social difficulties (most likely to use drugs and traffic accidents, for example), and has a high prevalence in children, is marked by a great social stigma, as determined by the ignorance of the population, lack specialized professionals, delays and errors in diagnosis and lack of prevention programs " Says Dr. Arango.
Early detection is key in this disease, as "improves outcome and prognosis and, more importantly, improves Child Life and Family ", stresses Dr. Arango, adding that" although the first symptoms can manifest in children aged 4 or 5 years and even before, not until about seven when Parents often consult a doctor ". However, despite its importance, There is still very significant percentage of children and adults who are not diagnosed and, therefore, are deprived of receiving the appropriate treatment, the risks involved.
. Dr. Arango warns that "we need more psychiatrists specializing in children and adolescents. And, diagnose and treat them well requires the physician to be well trained and have knowledge and experience, plus a total dedication to the child psychiatry
".
"The Child and Adolescent Psychiatry is a complex and extensive that it requires a dedicated doctor. One of the greatest shortcomings of English medicine has been the absence of the specialty of child psychiatry " , concludes Dr. Arango. SOURCES:
English Society of Psychiatry, English Society of Biological Psychiatry and English Foundation of Psychiatry and Mental Health http://www.webconsultas.com/hiperactividad/la-falta-de-especialistas -makes-the-diagnosis-of-ADHD-3342
Wednesday, April 27, 2011
How To Cut Chudidar Pajama
devotion to the 2011 Hope Madrugá
Last Easter the Brotherhood of Hope of Triana visit one more year to his beloved Brotherhood of the Macarena, several members of the board of the Esperanza de Triana made a courtesy visit each year makes.
PHOTO: WEB OF THE MACARENA
ALWAYS HOPE FOR UNITED
Tuesday, April 26, 2011
Swot Analysis-hair Dresser .2010
SEVILLANA PRESENCE IN THE beatification of John Paul II
Source: www.diocesisdesevilla.org 
Archbishop of Seville, Msgr. Juan Jose Asenjo Pelegrina , and auxiliary bishop, Bishop . Santiago Gómez Sierra will travel next weekend to Rome to participate in the ceremony of beatification of John Paul II, to be held on Sunday 1 May at ten o'clock in the Plaza de San Pedro, chaired by Pope Benedict XVI . This will not be
Sevilla the only representation in this important event, since several church groups and parish in the capital and the rest of the province will move to the Italian capital on this occasion. They are part of the 300,000 pilgrims will gather in Rome this weekend, according to figures that has facilitated the Cardinal Agostino Vallini , vicar for Rome.
Program in Rome acts
The program of events for the next weekend begins on Saturday 30 April. That day, the diocese of Rome has organized a prayer vigil at the Circus Maximus starting at eight o'clock in the afternoon and is scheduled to end at ten o'clock at night. The next day will be the main event, the beatification at ten o'clock in the Plaza de San Pedro. The liturgy will be preceded by an hour of preparation during which the so-called crown pray the Divine Mercy devotion introduced by St. Faustina Kowalska, whose feast was introduced by John Paul II.
venerate the remains of John Paul II
On Friday April 29 morning will move the casket of John Paul II at the tomb of St. Peter, which is in the Vatican grottoes, and later put on the altar of the Confession of St. Peter on the morning of May 1. After the Mass and the beatification ceremony, Pope Benedict XVI and concelebrated the cardinals, including Cardinal will Amigo Vallejo, archbishop of Seville, will go to the altar of the Confession and pray in procession for a moment before the body new blessed. Later, the pilgrims can venerate the remains of John Paul II and will not close the Basilica of San Pedro "until you have spent the last pilgrim", as confirmed by the father Federico Lombardi, spokesperson of the Holy See.
Mass at the Vatican on May 2
May 2 in the morning will close the basilica for at least two hours to allow the celebration in the Plaza de San Pedro in the first mass celebrated in honor of the new Blessed, chaired by the secretary of the Vatican State, Cardinal Tarcisio Bertone . According to the decree issued by the Congregation for Divine Worship and the Discipline of the Sacraments, headed by English Cardinal Antonio Cañizares , contain mass readings contained in the Missal for the celebration of a pope and collectively pray a prayer dedicated to John Paul II. As reported by COPE, this prayer asks God to give Christians "boldly open our hearts to the saving grace of Christ," following "the teachings" of John Paul II. The decree issued by the Congregation allowed to hold a Mass for John Paul II every 22 October, the day on which Mass was celebrated beginning of my Pontificate, only in the dioceses of Poland and in Rome. However, the bishops of each diocese may decide to hold a Mass in honor of Bl, which may be held any day of the year following his beatification.
Mass of Thanksgiving May 15 at the Cathedral
On Sunday 15 May, the archbishop and auxiliary bishop concelebrated in the Cathedral of Seville a Mass of thanksgiving for the beatification of Pope visited Sevilla on two occasions (1982 and 1993, the first for the beatification of Sister Angela de la Cruz and the second to preside over the International Eucharistic Congress XLV). Mass will be at eight o'clock, and from the Archdiocese has extended an invitation to all parishes, movements, associations, communities, etc. As detailed in the letter that the bishops of Seville sent on this occasion, "the act, which shall be dimensioned diocesan truly help us all to grow as God's family and diocesan family, one of the objectives of our Pastoral Plan."
A3 In Powerpoint 2010
POSITIVE. ANOTHER POINT OF VIEW 2
Source:
http://www.youtube.com/watch?v=yN-u2z3sB_k & , NR = 1
Monday, April 25, 2011
Why Does Scorpio Man Disappear
HOW TO GET A CHILD WITH ADHD COMES TO COLLEGE? ADHD
A recent study in eight countries, including Spain, has revealed that 91% of families with children or children affected by attention deficit disorder with hyperactivity (ADHD) feel concerned about
A recent study in eight countries, including Spain, has revealed that 91% of families with children or children affected by attention deficit disorder with hyperactivity (ADHD) feel concerned about
. In many cases, these complaints are initiated from the nursery. 
But high school is where the problems are compounded by the requirement of a degree of maturity and level of skills and knowledge that they, although they do not always manifest. At this stage, many children with special educational needs , whether for ADHD or another disorder, throw in the towel. To overcome the numerous obstacles that appear on the road, the first thing is to recognize the difficulties faced by these children. Many of them suffer from a disability of some parents and many teachers are unaware. Those who come to the school, mostly supported his family with a good professional team with a great sense of personal improvement and dedication. The two years of high school can be very burdensome, few professionals in these courses are aware of these disorders and, therefore, do not want to make any concession. But some guys, thanks to high levels of understanding and support, can receive the training necessary to obtain the evidence of selectivity. The
studies show that the evolution of these children in school varies greatly depending on knowledge and experience of teachers. In countries like U.S. and Finland has been understood that this is a key factor that the educator must provide all the help they need so that these children get the desired success. In Spain, the fact remains that many children and teens do not have the opportunity to access a complete evaluation, differential diagnosis, nor a proper treatment . But what should not be discussed is the right that they should have these children and young people access to university studies.
Isabel Rubio
BADIA Foundation President Adana Source: http://www.tdahgc.org.es/images/stories/docs/selectividad-tdah.pdf
Sunday, April 24, 2011
Smelly Pee And Smelly Cervix Mucus
POSITIVE. ANOTHER POINT OF VIEW
Source: http://www.youtube.com/watch?v=tSOWqEuZDlg&NR=1
Wednesday, April 20, 2011
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multiple component PROGRAM ADVISORY FOR FAMILIES WITH CHILDREN WITH ADHD
A. Miranda-Casas, D. Grau-Sevilla, A. Melia de Alba, B. Roselló
A. Miranda-Casas, D. Grau-Sevilla, A. Melia de Alba, B. Roselló
disorder attention deficit hyperactivity disorder (ADHD) is a psychopathology quite common, begins in early childhood and persists, at least half the cases, in adolescence and adulthood. Numerous investigations suggest that the disorder is heritable (70-80%) and polygenic trait, in which several genes contribute to genetic defect. But the fact that ADHD is partly heritable does not eliminate the need to also take into account the action of environmental factors Therefore, the evolution of the disorder is not can be understood without considering the experiences that occur in social systems, particularly in the family as primary socialization context.
The problems of children with ADHD hampers the educational work of his parents, who often suffer from feelings of frustration, guilt, stress, low self-esteem, dissatisfaction with their parental role and mistrust in their parenting skills. Parents of children with ADHD are considered less competent in carrying out their role as parents and value their quality of life is unsatisfactory. They are often exposed social criticism because of the disruptive behavior of children, which eventually causes social isolation. Moreover, when compared with parents of children without ADHD are more depressed and consider their role as parents they are limited and conditions, greatly, personal time. Believe their children with ADHD have less emotional control and emotional and experiencing more difficulty concentrating and adapting to physical and social environment. They also show strong feelings of mismatch between their expectations and actual physical and emotional characteristics of their children.
Moreover, several empirical studies have provided information on the use of inappropriate methods of discipline in families with ADHD children: application of more aggressive strategies, use of disciplinary styles more authoritarian than parents of children with other psychopathology and less communication with their children even when they are preschoolers . In the same vein, observations of parent-child interactions have shown that parents who have children with ADHD use a more serious tone and make more negative comments about the behavior of their children, so that impose strict limits without offering explanations. By contrast, parents of children without ADHD are less tax and allow them to develop more independence. There is no doubt that children with ADHD lead to high levels of expression of negative emotions from their parents, that is, criticism, hostility or emotional over-involvement, which are associated with the development of behavioral problems in adolescence.
educational and clinical implications
Perhaps the most interesting practical conclusion is derived from the literature is the positive relationship between the stress of raising children with ADHD in the family Application inappropriate discipline techniques. Is an issue that has significance, and that disciplinary procedures characterized by the assertion of power, permissiveness or inconsistency are risk factors that increase the severity of the symptoms of ADHD and the emergence of eating disorders.
However, therapies designed to improve the symptoms of ADHD have had little impact on the quality of parenting or parental stress. Thus, data from the most comprehensive assessment to date of effectiveness of treatments for ADHD have reported that the three interventions were compared (intensive behavioral therapy, medication and combination of both) produced a greater reduction significant negative discipline / inefficient standard community treatment. However, the results were invalid in other domains of parenting, such as positive parenting, maternal depression, conflict between the couple or stress.
in mind the above considerations, counseling programs for parents should go beyond the model based solely on medication or behavior modification. Along with other components, you must provide parents with information to reduce their insecurity and feelings of guilt; facilitate strategies to reduce stress levels which may cause the behavior of their children, teach them to identify and assess progress, albeit limited, help to promote a clear division of responsibilities and roles, and build an authoritative parenting style, not coercive or overprotective.
INNOVATIONS IN THE PROGRAMS OF ADVICE TO PARENTS OF CHILDREN WITH ADHD
Some limitations in traditional programs aimed at parents have pushed in recent years the development of more complex therapeutic initiatives. Thus, Ades and Foreman have stressed the importance of group intervention with parents of children with ADHD to treat stress and the greatest number of problems faced in education of their children. The perceived benefits of such intervention group included: emotional support by sharing experiences and feelings about the impact of the problems of child with a group of parents, reducing the sense of isolation, the provision of information services relating to ADHD and improving relationships with their children due to increased knowledge.
Other experts, like DiGiuseppe, have opted for a comprehensive intervention that combines cognitive-behavioral strategies and
based on the needs of families with ADHD and a comprehensive model of action, Miranda and Garcia have raised an intervention program that includes six different modules:
Module 1. Education about ADHD
CONTENTS: History and alleged causes of ADHD. Core symptoms and associated problems. Outcomes in adolescence and adulthood. Information educational and economic rights. Community resources and how to get them.
OBJECTIVES: Correct errors of parents about the disorder and help create realistic expectations.
Module 2. Understanding of stress
CONTENTS: Definition
stress and recognize key. Effect of stress on parental roles. Stresses associated the paternity of children with ADHD: effective and ineffective ways of coping. Time management skills, relaxation techniques and coping stress.
OBJECTIVES: guide parents to find the balance between the demands of children, couples or partners and their needs.
Module 3. Cognitive restructuring CONTENTS: Teach and demonstrate the relationship between thoughts, emotions and behavior. Identify common cognitive errors and discuss its effects on emotions and behaviors. Replace cognitions mistaken for other more suitable.
OBJECTIVES: help parents develop realistic expectations about their children and themselves. Reduce arousa l
emotional when expectations are not met. Reduce the impact of the comments of others.
Module 4. Troubleshooting
CONTENTS: Description and modeling phases: - Identification and definition of the problem. - Generation of solutions (brainstorming
).
- Evaluation of alternatives. - Implementation of the chosen solution.
- Evaluation of results.
OBJECTIVES: train parents to provide adaptive responses to stressful situations. Increase their feelings of self-efficacy and self-control. Module 5. Communication skills
communication parent / child, couples, families and professionals in health and education. Description and modeling of effective strategies. Communication
basic premises. OBJECTIVES: obedience facilitate parent-child interactions. Increase support between the couple. Identify the needs of the child.
Module 6. discipline strategies
CONTENTS: Discuss the importance of consistency in the use of discipline in children with ADHD. Techniques for increasing positive behaviors (reinforcement, privileges). Techniques to decrease negative behavior (extinction, isolation, time out). Combined techniques (positive reinforcement and contingency contract).
OBJECTIVES: Use appropriate discipline, and support parents when they feel overwhelmed by their child's behavior.
CONCLUSION
families with children with ADHD should receive assistance in many aspects that go beyond increasing the structure of the environment and control of disruptive behaviors. also should be included in the advisory programs other skills needed to live and raise children with ADHD so that their emotional development progress normally.
A critical aspect is to reduce stress, improve parents' feelings about themselves and their children, helping them to redefine their perceptions of the child by training and strengthening powers of communication skills and problem-solving. SOURCE:
http://www.jmunozy.org/files/9/Necesidades_Educativas_Especificas/tdah/documentos/Fundamentacion_de_un_programa_multicomponencial_de_asesoramiento_a_flias-TDAH.pdf
[Rev Neurol 2008, 46 (Suppl. 1): S43-S45]
PMID: 18302121 - Review - Publication Date: 27/02/2008
Friday, April 15, 2011
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A la carte > TV
La 2 - > For All The 2 - ADHD
- Source: http://www.rtve.es/alacarta/videos/programa/para-todos-tdah/1057238/
Tuesday, April 12, 2011
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THE QUEEN OF TRIANA AND PASS THIS ON YOUR
ERES TU NUESTRA VIDA ERES TU NUESTRA ESPERANZA
Another year my mother are in your step mother for another year to fix you are completing this wonderful passage, only health I ask my mother for my entire family, all my friends and ask everyone to have a good season penance, we can re-live a sublime evening of Holy Thursday. Deals
mother all your HOPE through the streets of your Arrabal and Sevilla.
ERES TU NUESTRA VIDA ERES TU NUESTRA ESPERANZA
Saturday, April 9, 2011
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SELECTIVITY for hyperactivity
Students with ADHD have impaired attention span and few written narrative skills. Are students who tend to respond impulsively, easily distracted, disorganized speech and have difficulty organizing their well time, addressing some relevant issues and too much of the minute details. ADHD does not interfere with consciousness, but those affected have difficulty explaining what they know well. Nor is it to be less intelligent, but make mistakes in applying what they know. Experts explain that this is a condition of performance, learning and not one of the characteristics of those affected is that they have reduced working memory , since they have real difficulty working with what they know, or forget what they know.
Progress in methods of diagnosis of these disorders and the tenacity of patients and 
associations that defend them, leads to increasingly more students who aspire to go to college. That students have more time for testing is a step forward but not enough, experts say. Because, besides having a place to avoid stimuli distraction of students and give them more time, with short breaks for students with attention deficit disorder, claimed another style of assessment. This section is considered absolutely necessary to include open questions with multiple response options, which would prevent the student had to make a narrative exertion, which, so far, not been achieved.
But more importantly, as the paper insists Adana, would be for the correction of exercises the personal conduct disorder expert, linguistic impact held and the particular nature of these students. That would allow the correction could distinguish if they are to a student with ADHD who do not have adequate knowledge or to another who has difficulties in proving what you know.
"A major bulk of students with ADHD has no chance of access to university studies because they fail to selectivity, and that is a functional impairment, and a factor of exclusion of these students," explained since the founding of Adana. WHAT NOT YET ACHIEVED
appropriate environment. Although situated
students in the front rows and guardians responsible for overseeing the exams students know what it is, tests are still too crowded classrooms where these students would perform more in smaller classes. different distribution tests. Experts recommend that students with ADHD can combine tests based on its difficulty, that is not done the same day languages \u200b\u200band mathematics. For now, they have to follow the established order, focus on the first day all language areas.
style modification evaluation.
From Adana Foundation calls are not required to make a narrative sobresfuerzo
responses exams, so ask open questions and others multiple choice.
Evaluation. This is the most important demands: the affected families claim that the assessment is made by persons knowledgeable about the disorder, its impact language and ideas of problems to manage. MERCÉ BELTRAN Source: http://hemeroteca.lavanguardia.es/edition.html?edition=LVG% 20Barcelona & bd = 13 & bm = 05 & b = 2008 & ed = 13 & em = 05 & y = 2008 & ; page = 3
Tuesday, April 5, 2011
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transfer Held Our Lady of Hope
Ayer lunes se realizo el traslado de vuelta de Nuestra Señora de la Esperanza
desde la Real Parroquia de Santa Ana a la Capilla de los Marineros,
numerosos devotos y hermanos llenaban los alrededores de la parroquia,
pasada las nueve de la noche salió Nuestra Señora de la Esperanza camino
de su capilla, el acompañamiento lo puso un año más la Banda de Música
Santa Ana de Dos Hermanas.
A continuación mostramos una galería fotográfica del traslado de Our Lady of Hope.
Ayer lunes se realizo el traslado de vuelta de Nuestra Señora de la Esperanza
desde la Real Parroquia de Santa Ana a la Capilla de los Marineros,
numerosos devotos y hermanos llenaban los alrededores de la parroquia,
pasada las nueve de la noche salió Nuestra Señora de la Esperanza camino
de su capilla, el acompañamiento lo puso un año más la Banda de Música
Santa Ana de Dos Hermanas.
A continuación mostramos una galería fotográfica del traslado de Our Lady of Hope.
Source: Web Esperanza de Triana
Sunday, April 3, 2011
What Lens Should Do I Need For Paparazzi
APTA MORE TIPS FOR PARENTS OF CHILDREN WITH ADHD
ADDRESSING THE DIAGNOSIS . Typical reactions to the diagnosis:
ADDRESSING THE DIAGNOSIS . Typical reactions to the diagnosis:
Confusion
Culpa
- Fear
- Rejection
- Disappointment
- Relief
- Relieve anxiety and channeled the efforts towards finding the best way to educate and behave with your child . Not alone; seek help if necessary.
- KEEP A POSITIVE ATTITUDE:
- Search information.
- Look for a professional evaluation and treatment and personalized.
Seek support from other parents.
- Learn to manage anger and bitterness and keep a positive attitude.
- Try to recognize the good side of things. Laugh and help your child discover the humor and laugh at himself.
- UNDERSTAND YOUR CHILD
- : the best way to know is to listen. that influence the behavior characteristics of children with ADHD:
- sensation and Continuingnovelty seeking.
- live in a continuous present. Difficulty internalizing past and future. They live in the here and now.
need physical activity.
is important to understand how a child thinks in order to provide what they need most.
- IMPACT
- and feelings that often accompany ADHD CHILDREN:
- isolation and anger. An activity which it is difficult, isolated reaction and angry.
Low self-esteem. Despite their efforts do not usually meet the expectations we place on them, both adults and playmates. AND NOW, WHAT WE DO:
- IMPROVE YOUR SELF-ESTEEM
- Find out what is special and tell them.
- Use positive messages. Replace the word "be" with "be." Eg do not say "you are a messy." Say, "your room is messy."
Believe in him. Offer responsibilities according to their abilities and trust that will be capable. If you think you can do, your child will be able to.
Teach your child to describe what is good.
- Help him to accept his own limitations and accept it. Rate your child as a person, not just for their achievements and abilities. Help him understand that we all have problems and let her help you in yours.
-
-
- Focus on effort, not grades. If the child improves, praise him. Although it has not reached the required standard, are on the road.
- Cree in his son a habit
study. Must have a stable place and time. Adjust their working time to rest. Do not reduce their demands for study or work, adapt them to the needs the child. Stimulate your natural abilities. Extracurricular activities should be tailored to their abilities to enhance their self-esteem.
- Keep close contact with your child's teacher and to foster a positive relationship. They are a team with the same objective. Show empathy and collaborating with teachers.
- . increase desirable behaviors
-
- POSITIVE REINFORCEMENT:
Keep physical contact with him, sit around, put a hand on the back or shoulder, cuddle, give kisses and tickle, praise to a loving pat or colliding with his own hands ...
- Identify the rewards and privileges appropriate to their child. Do not hesitate to offer them at the time (do not base everything on physical gifts of toys). Covenant with the situations in which the rewards will be removed and, at the time, not threaten, act. (Remember that this system works slowly, be persistent and consistent in the application of the technique).
- positive condition. Require the child to do something you do not like as a prerequisite to get something you like. (Remember that live in the present: do not offer rewards or punishments in the long term will not be effective).
- REDUCE IMPROPER BEHAVIOR
- in conduct inappropriate, do not pay attention. Remove the child that might be dangerous to himself or others, without getting into an argument and allow their behavior to stop speaking to him.
- Use the "
- time out." Remove to a dull area or corner, where things have not encouraging. Impose this situation, not as punishment but as a time and a chance to calm down and can rejoin the activity. Use this technique after only one warning to stop violent behavior. It is essential that you remain calm at all times.
MUST BE PATIENT AND HAVE VERY CLEAR TO ALL CHILDREN have ups and downs.
- HOW TO MAKE YOUR CHILD FOLLOW?
Make sure your instructions are understood. Do not yell at things from another room. Make eye contact with his height, clear voice and calm, with short sentences and simple. Ask him to repeat it aloud.
Use a simple point system with the main rules that you want to meet and give a point or a token each time you perform. Pacte a prize for a number of points and is constant in this technique.
- TEACH TO BE ORGANIZED:
-
- Use lists with rules that are visible and are striking. Place
- schedules and calendars in the places they frequent your child.
Use alarms and large, simple clocks throughout the house.
- Try to have a fixed place for everything. It will help if, in some cases or places, places a placard with the word or the image needed.
- Give it away an agenda. It is an agenda to organize and remember positive things. Try that on this agenda, not to reflect negative aspects of the child.
- Act as a model for example is essential.
- CHILD LEARN WITH NO TALK, LEARN, DAY TO DAY WITH THE EXAMPLE.
-
- Watch your child while playing with other children. This will help you see where it fails and where it succeeds.
Design a signal system for use with your child in social situations. Through the sign will draw attention to inappropriate behavior without embarrassing to others.
involve them in a sport of individual performance (swimming, dancing, etc.).
- Remember that you are an example for your child.
- WHAT YOU SHOULD AVOID;
-
- not expose your child too competitive situations.
- not discourage the child to establish relationships with friends who are a year or two smaller.
not scold or repress the child when expressed difficulty interacting with others. If it does so inadequate, through words or gestures, hear your frustration and give alternatives for communication. Help him put into words what I feel. LEISURE
SHARED -
- Spend time with your child during the week and weekend.
- Try to keep a schedule with your child and Remind them, accepting their suggestions. Plan
Let your child help you cook. Involve them in the shopping list.
- Take a "time out." When your child is very restless and can not be with him, take him for a walk.
- Reserve some quiet time by the end of the day. Read together or are in dimly lit room, listening to soothing music and chatting.
- HOLIDAY
- Try to continue with regular routines as far as possible.
- Involve your child in preparing for the trip.
- Review with your child the rules and expectations you have of him.
Prepare for social or family visits.
- Plan educational activities and relaxed (according to the tastes of his son, not yours)
- YOU ALSO IS A PRIORITY.
- If you are tense and exhausted produce an atmosphere of anxiety. Take care and keep private time with your partner or friends.
- ADHD
- All children need affection.
Encourage the child with ADHD and their siblings to resolve their differences.
Be fair.
- PHRASES OF ADHD
- "I'm stuck," I can not do it. "
- "Waiting", "I'm still thinking." "I need more time."
- "Is it done?". "I need to know now!".
"Help me concentrate!".
- I need to know what comes next. "
- "did not hear you!", "Wait until you prepared to listen. "
- "Sure I've done wrong."
- I say "I told you so!". Please repítemelo and explain it in other words.
- "Finished already?" "I can not calculate the time."
- "Why do I always cry?".
- WHEN YOUR CHILD HAS A BAD DAY, remember its qualities (AND REMEMBER YOU TOO).
- Ana Diaz Benito (Occupational Therapist)
- Adaptation of "ADHD: A Practical Guide for Parents." Edited by FEAADAH Source:
- http://terapia-adaptada.es/Documentos/Consejos% 20practicos% 20for% 20padres% 20and% 20the% 20TDAH.pdf 20hijos%
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