Adhd natural cure

Aleksandrova T.V., teacher-psychologist GBU DO TsPMSP Vasileostrovskiy district

various pathologies. Especially "lucky with advertising" neurological pathologies. They allegedly expand and multiply with indomitable speed, and some especially tabloid newspapers and magazines are very fond of throwing catchy headlines on the cover like “There are no more healthy children in St. Petersburg” or “A generation of freaks is coming!”. In some ways, they, newspapers and magazines, of course, can be understood, since competition in the publishing world is very high. Yes, and there are objective reasons for concern. But the attentive reader must approach all these "revelations" with great caution. And don't panic ahead of time. That's why.

1. In the last two decades of the past century, the diagnosis of neurological diseases in young children has changed and improved dramatically. In addition to the traditional neurological hammer, new research methods have appeared and become widespread, such as ultrasound diagnostics, tomography, and sonography. Based on this, it can be assumed that many neurological defects in newborns and young children were simply not diagnosed before, and therefore were not included in the statistics. That is, there were fewer not sick, but diagnoses.
2. New groups of drugs have appeared that improve blood circulation in the brain, stimulate learning and memory, and gently affect other higher integrative functions of the brain. At the same time, they have a minimum of side effects. Naturally, practitioners use them in a wider range of cases. A child with minimal disorders, who twenty or even ten years ago would have been left without treatment at all (or prescriptions would have been limited to massage and vitamin intake), is now receiving drug therapy (for example, some drug from the nootropic group that has a positive neurometabolic effect).
3. The common newspaper and magazine thesis that, they say, there used to be a wonderful ecology, everyone ate natural products, lived in nature and therefore were healthy, like astronauts, does not stand up to elementary criticism. We should not forget that even 159 years ago, the average life expectancy in Russia was about 40 years (mainly due to the colossal mortality of young children). Returning to psychoneurology, it is also worth remembering that in every small Russian village there was a “fool”, “relaxed” and a few simply “weak-minded”, and these were already grown-up characters. And how many of them were selected by "natural selection" during infancy and early childhood! So the stories about ancient blessed times, when everyone was smart and healthy, is just one of the variants of the legend about milk rivers with jelly banks, etc. (1 p.28)

So, how are things in reality?

The relevance of the study of attention deficit hyperactivity disorder is determined by the high prevalence of this disease and the high degree of social maladaptation that occurs against its background. Domestic data on the prevalence of ADHD:

• N.N. Zavadenko et al. (2005) show that out of the total number of examined Moscow schoolchildren, signs of ADHD are observed in 7.6% of children;
• Results of comparative epidemiological studies conducted by I. P. Bryazgunov and E.V. Kasatkina (2001, 2002) show that ADHD occurred in 18% of cases in Moscow, in 15% of cases in Shatura, and in 17% of cases in Vladimir.
• The results of various epidemiological studies by Western scientists indicate a significant spread of data on the spread of the disease from 4 - 12%.

Such a wide range of values ​​is due to the use of different diagnostic criteria and the lack of uniformity in the study groups.

ADHD is 3-4 times more common in males. The relative predominance of ADHD among boys is explained by a number of reasons:

• the influence of genetic factors;
• higher vulnerability of male fetuses to various exposures;
• a greater degree of specialization of the cerebral hemispheres in boys compared to girls, which leads to a smaller reserve of compensatory capabilities in case of damage to brain systems that provide higher nervous activity.
• In addition, ADHD in boys is recorded more often due to their aggressive behavior, and inattention in girls is much less often accompanied by destructive behavior.

ADHD occurs in children of all socioeconomic groups. At the same time, a number of authors note that somewhat more often ADHD is recorded in low-income segments of the population. This fact can be explained by the fact that social factors often cause concomitant behavioral problems of a criminal nature. Also, ADHD is more common in regions with high population density.

Clinical manifestations of the disease are determined by three main symptom complexes: inattention, hyperactivity and impulsivity.

• Carelessness. Speaking of ADHD, they most often mean increased distractibility and reduced concentration in such children.
• Hyperactivity. Hyperactivity in children with ADHD is usually understood as increased motor (motor) activity. Parents complain "it seems that a motor has been connected to the child." Unlike simply energetic children, activity in children with ADHD is aimless.
• Impulsivity. Impulsivity is understood as the impossibility of controlling one's impulses. Impulsive children cannot wait their turn when playing. In a learning situation, such children have an “impulsive work style”: they shout out answers in the lesson without fully answering them, interrupting other students or teachers. Due to impulsiveness, children often get into dangerous situations without thinking about the consequences. The propensity to take risks causes injuries and accidents. Impulsivity is often combined with aggressive and oppositional behavior.

A number of researchers believe that in the case of hyperdynamic syndrome we are dealing only with the consequences of birth trauma. Others believe that along with a possible injury, there are also violations of the biochemical balance in the central nervous system. A group of doctors from St. Petersburg suggests that the key to this common disease lies in a violation of the blood circulation of the brain.

Neuroanatomical changes in ADHD affect mainly the connections between the frontal cortex and the basal ganglia, with predominant localization in the right hemisphere. The study of brain metabolism in ADHD using tomography showed a decrease in metabolic activity in the frontal areas of the brain. It is assumed that the identified neuroanatomical and hemodynamic disorders can cause a decrease in the inhibitory control of motor activity, which is provided mainly by the frontal cortex and the caudate nucleus.

For parents and teachers, non-scientific terminology of specialists is much more important. It is important for them to understand what exactly happens to a child who has been diagnosed with hyperdynamic syndrome. Let's try to explain.

1. For one reason or another, the brain of a child (usually a newborn) was slightly damaged, that is, part of the brain cells simply does not function.
2. Nerve cells, as you know, do not recover, but immediately after an injury, other, healthy nerve cells begin to gradually take over the functions of the injured, that is, the recovery process begins immediately.
3. At the same time, the process of normal age development of the child is going on. He learns to sit, walk, talk, etc. Both the recovery process and the process of normal age-related development require energy. Consequently, from the very beginning, the nervous system of our child with hyperdynamic syndrome works with a double load.
4. In the event of stressful situations, prolonged tension (for example, preparation for an annual test or testing at a prestigious gymnasium), or after somatic diseases, a hyperdynamic child may experience a deterioration in the neurological condition, increased behavioral disturbances and learning problems.
5. There are two main processes in the nervous system - excitation and inhibition. In hyperdynamic syndrome, structures that provide the process of inhibition are affected. That is why our child has difficulty with concentration, voluntary attention and regulation of his activity.
6. With a successful development of events, sooner or later the functions of all the affected cells will be "taken apart" by other, healthy cells, the necessary connections will be restored (usually this happens by the age of 14-15). The process of "restoring the economy" is completed, and the child (adolescent) no longer differs from his healthy peers. In scientific language, this process is called convalescence (reverse development) of the syndrome.

Control Characteristic features of the behavior of different categories of children

(see at the end of the text)

Well, what to do with it?

1. It is generally accepted that the treatment of ADHD should be comprehensive , that is, it should include both drug therapy, psychotherapeutic methods, and an individual approach at school.
2. More than other children, they need positive reinforcement for their success.
3. In a clear formulation of the requirements for them, phased (setting goals for the child and slowly approaching them).
4. Daily routine (which disciplines and helps the child gain experience in organizing his time and space)
5. Practically all the people surrounding a hyperdynamic child (parents, teachers, even classmates) are in the inevitable confidence that the child can completely get rid of all problems and shortcomings, simply by "pulling himself together", "getting together", etc. Unfortunately they are wrong.
6. For some time, each hyperdynamic child will meet the expectations of the people around him, "exert his will", "take care of himself" and follow other equally valuable advice. Gradually, however, both he and others are convinced that all this does not bring any success. Moreover, the more a child is shamed and scolded, the worse things get for him. N.s. The child's HD, already working with overload, receives an additional load.

Further, the situation can develop in several ways:

1. the child gives up and simply spit on the opinions of others. He goes to the street, where his peers admire his recklessness, desire to assert himself, activity.
2. another child with poorer health begins to suffer from many and varied somatic diseases.
3. the third child is the strongest and most courageous, despite all the difficulties, continues to fight for a place under the sun, trying to somehow adapt to the circumstances in which, as if on purpose, everything is against him. Sometimes he succeeds - he becomes the forward of the school football team, or the singer in the school ensemble, or the "great chemist", or the school humorist's notebook, or just a cool jester. All this, as a rule, is done against the will of the family and the teaching staff. But when the place is found, everyone breathes a sigh of relief - the manifestation of the syndrome sharply subsides.

When organizing educational activities, it is important to remember:

1. the need to change activities
2. Enable creative tasks
3. children with ADHD often like to do things with their hands
4. Working with the emotional state of the child

"Ambulance" when working with a hyperactive child

1. Distract the child from his whims.
2. Offer a choice (another activity that is currently possible).
3. Ask an unexpected question.
4. React in a way that is unexpected for the child (joking, repeating the child's action).
5. Do not categorically forbid the child's action.
6. Do not order, but ask (but do not fawn).
7. Listen to what the child wants to say (otherwise he will not hear you).
8. Automatically, with the same words, repeat your request many times (in a neutral tone).
9. Leave alone in the room (if it is safe for his health).
10. Do not insist that the child apologize at all costs.
11. Do not read notations (the child still does not hear them).

LITERATURE

1. Murashova E.V. Children-"mattresses" and children-"catastrophes": Hypodynamic and hyperdynamic syndrome. - Yekaterinburg: U-Factoria, 2005
2. Monina G.B., Lyutova-Roberts E.K., Chutko L.S. Hyperactive children: psychological and pedagogical assistance. Monograph. - St. Petersburg: Speech, 2007
3. Lyutova E.K., Monina G.B. Cheat sheet for parents: Psychocorrective work with hyperactive, aggressive, anxious and autistic children. - St. Petersburg: Publishing house "Rech"; "TC Sphere", 2002.
4. Monina G.B., Panasyuk E.V. Interaction training with a failing student. - St. Petersburg: Rech Publishing House, 2006

Listen to your child

Take time today
And listen to what the child is trying to tell you.
Listen to him today, no matter how busy you are,
Or he won't listen to you.
Find out about his troubles,
Find out about his needs,
Celebrate his little triumphs with him,
Praise him for his exploits,
Listen to his chatter,
Make him laugh,
Ask him what the matter is,
Ask what happens next ,
But tell him every night that you love him.
And even scolding the child,
Do not forget to support him.
And say, “It's all right!
Tomorrow everything will be fine”,
Find time today
And listen to what the child is trying to tell you.
Listen to him today, no matter how busy you are,
And then he will come back to listen to you.

(Cherie Fuller "Choose the key to teaching your child." Minsk, 1998)

Characteristic features of the behavior of different categories of children

CHILD

• overly talkative
• works productively on operational cards
• refuses to play collectively
• excessively mobile
• has high demands on himself
• does not understand the feelings and experiences of other people
• feels rejected
• loves rituals
• has low self-esteem
• often quarrels with adults
• creates conflict situations
• is behind in development
• overly suspicious
• spinning in place
• makes stereotypical mechanical movements
• controls his behavior
• overly worried about any events
• blame others
• restless in movements
• has somatic problems: abdominal pain, headaches
• often argues with adults
• fussy
• seems detached, indifferent to the environment
• likes to do puzzles, mosaics
• losing control
• refuses to comply with requests
• impulsive
• poorly oriented in space
• often fights
• has missing look
• often anticipates "bad"
• self-critical
• unable to adequately evaluate his own behavior
• has muscular tension - enjoys collecting
• has poor coordination
• afraid to enter into a new activity
• often deliberately annoying adults
• asks many questions but rarely waits for answers
• shy hello
• plays the same game for years
• sleeps little and restlessly
• refers to himself in the 2nd and 3rd person
• pushes, breaks, crushes everything around
• feels helpless
• hits and drops objects
• envious, vengeful
• avoids direct stares
• behaves uniformly
• irritable
• easily distracted
• often suffers from headaches, spasms
• blames others for his mistakes
• seeks to piss off mom, caregivers
• avoids contact with adults
• afraid of losing control
• has good mechanical memory
• thinks he's as good as the others
• does not want to be separated from parents
• has a low level of empathy
• clumsy
• avoids contact with children
• often angry and refusing to do anything

ADHD in children or hyperactivity and attention deficit disorder in children, concentration of attention in children and improvement of memory in schoolchildren

A restless, restless and inattentive child at school is a serious problem for both the child himself and teachers and parents. These children distract others from classes, interfere with the lesson, are conflicted, quarrelsome in the children's team and at home. All of these manifestations are referred to as Attention Deficit Hyperactivity Disorder (ADHD). To reduce this symptomatology, to adapt the child will help the use of the neurometabolic drug "Semax 0.1%".

Children's problems

Adaptation Adaptation
The process of adaptation to changing environmental conditions. It is of great importance for the body, allowing it to endure significant and abrupt changes in the environment and actively rebuild its physiological functions. children to study and difficulty concentrating
attention these days are becoming an increasingly acute problem for parents and teachers, as well as for the schoolchildren themselves.

Attention deficit disorder usually associated with hyperactivity in children Hyperactivity
A condition in which a person is more active and excitable than normal. It is more common in children and adolescents, as it is caused by emotions. Therefore, experts call it abbreviated as ADHD. This condition is characterized by two main criteria:

• Constant inattention
• Hyperactivity and impulsive behavior

In his intellectual development children with ADHD are in no way inferior to their peers, however, for example, studying at school and being in a team requires the ability to concentrate. Symptoms ADHD in children manifests itself in early preschool age.

Does the child have ADHD?

Rules for taking "Semax 0.1%"

Reception for 20 days

2 drops of
in each nasal passage
2 times a day
last instillation before 17:00

Course 3 bottles
2-3 courses per year
Recommended: August, December, April

• bottle contains 60 drops
• instillation should be carried out strictly on the nasal mucosa, avoiding leakage into the nasopharynx

Parents can console themselves with the fact that mobility and disobedience are characteristic of all children. But if situations when teachers, educators, parents cannot come to an agreement with the child become a system, then there is a problem.

From attention deficit disorder with hyperactivity, up to 18% of children suffer. In boys, the problem occurs about 2-3 times more often than in girls. It is important to remember that ADHD is a behavioral disorder. treatment, as well as as the child grows.

Signs of impaired concentration

• Child constantly forgets or loses things;
• Forgetting about important daily tasks, such as school homework;
• The child seems unable or unwilling to listen to or complete the task;
• Rapid loss of interest in any activity, frequent switching of attention;
• Problems with self-organization, inability to complete more tedious or time-consuming tasks.

Signs of hyperactivity and impulsivity:

• With ADHD, children cannot sit in one place for a long time, especially in a quiet, calm environment;
• Excessive talkativeness and mobility, even when the child is asked to sit quietly or quietly;
• Inability and unwillingness to wait for one's turn;
• Action without prior consideration;
• Craving to intervene in a conversation, to interrupt the interlocutor;
• Reduced or absent sense of danger.

Learning without problems

So that school does not become a difficult daily test for a child, understanding of parents is not enough. Help is required for the child's nervous system, which is experiencing significant overload during the study period. Objective help for children to improve memory and attention in ADHD is provided by neuroprotective drugs Neuroprotectors
Medications that prevent damage to brain nerve cells from adverse effects. Their influence is aimed at eliminating or reducing disorders in nerve cells..

Parents are wary of any medication when it comes to their children's health. Therefore, the emergence of a unique in composition and safety profile of the drug "Semax 0.1%" has become a possible solution for the treatment of attention deficit syndrome in children .

"Semax 0.1%" has a regulatory effect, establishing the transmission of signals between neurons. This product is excellent for improving memory for schoolchildren and reducing the manifestations of ADHD. The form of release in the form of nasal drops makes its use very convenient for children.