Why is psychological help for children with ADHD important?

There is a myth according to which ADHD (Attention Deficit Hyperactivity Disorder) it is nothing more than a stigmatizing label used to designate certain minors who show themselves more active and curious than usual, or who have a tendency not to obey the rules of each or the school.

Nothing could be further from the truth: it is a very real neurodevelopmental disorder that, in case of not being treated at time, it will greatly damage the quality of life of the child, even beyond the academic field or their relationship with their fathers. In this article we will see why this is due and why in the face of this kind of psychological phenomena it is necessary to have professional help.

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What is ADHD?

ADHD is a neurodevelopmental disorder whose symptoms appear fundamentally during the school stage and which have to do with problems managing the ability to concentrate on tasks to be performed, as well as a tendency to constantly search for sources of external stimulation.

In this way, children with ADHD tend to be extremely restless (as the word “Hyperactivity”), behaving in a relatively impulsive way, and having trouble following classes at the school context.

Although when we think about it we usually associate it with childhood, this disorder continues to be expressed also during adulthood. However, it is especially in childhood when it is important to intervene to provide psychotherapeutic and educational support adapted to these people, given that otherwise they will accumulate education deficits that will not only generate a large discomfort, but they will also greatly complicate the challenge of being autonomous and trained individuals during adulthood.

The fact of losing the opportunity to take advantage of the years of schooling has a very high cost that remains “Entrenched” and that is difficult to remedy when many years have passed since ADHD began to develop.

Role of psychological support for children with ADHD

Although so far we have seen a brief description of what this disorder is, the truth is that it is a very complex alteration that cannot be summarized to understand all its nuances. Similarly, ADHD cannot be "solved" with magic recipes; No, psychotropic drugs such as methylphenidate, prescribed by doctors, are not intended to be a way to cure the disorder, but rather a way to alleviate part of its symptoms.

The key is to offer support so that the child is aware of what is happening and can develop their her own modulation tools for her behavior so that she can adapt to the different situations of the day a day. That is Beyond medical logic, it is necessary to help you learn ways to modify your own behavior and the way you manage your emotions. And this happens through proper support from educators and the family, yes, but it is also necessary to have psychological help. Below you will find a summary of the different functions that a psychologist performs in the cases of children with ADHD.

1. A space is offered to express oneself and focus on the problem in a positive way

The consultation of a psychologist is a place where it is possible to express emotions and feelings without being judged, and this fact is often recognized as such and appreciated even by young children. In situations like this, little ones are encouraged not to have. fear of expressing oneself, which favors what is known as emotional ventilation, transforming the communication of emotional states in something constructive and from which you can start working by fixing objectives.

2. Self-esteem reinforcement techniques

ADHD often leads to very frustrating situations, and this easily leads to low self-esteem issues. For this reason, one of the aspects that is most worked on in therapy consists of make the child understand that what happens to them is not their fault, and that, at the same time, they can learn to know their own potential better and also to detect its positive qualities.

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3. Training in the development of study skills

Something as simple as sitting for ten minutes to study a lesson given in class is often a challenge for a child with ADHD. However, there are techniques and strategies to facilitate this, and it is possible to learn them in sessions with the psychologist.

4. Learning in self-motivation methods

As we have seen, impulsivity is usually one of the characteristic aspects of the behavior of a young person with ADHD. However, this predisposition to go off in search of stimulating experiences does not always have to be a problem; it can also be transformed into a source of motivation.

5. Orientation for parents

Helping children with ADHD does not end in schools or the psychologist's office, but must also extend to the family environment. For this, psychologists work advising parents, both solving doubts and giving guidelines and indications about what to do to raise and educate the minor in the best way.

6. Help you have an adequate learning space

Beyond the behavior and mental processes of the child in question, Do not forget that the material environments to which you are exposed also greatly influence your way of managing ADHD. For this reason, psychology also offers personalized assistance to create study spaces that take this diagnosis into account, and that facilitate things when learning.

7. Organizational skills development

Another key to reinforce in a child with ADHD has to do with the routines associated with managing the time and resources that she has available. Through these routines, she will be able to structure her day to day without falling into pure impulsiveness and without indefinitely postponing the goals that can bring her more in the medium and long term.

Looking for professional psychological support services?

If you are looking for psychological assistance services for young people and families facing phenomena such as ADHD and learning disorders, Get in touch with me. I am a psychologist specialized in cognitive-behavioral psychology and I attend both in my office located in Madrid and online through video call sessions.

Bibliographic references:

• Betts, J., Mckay, J., Maruff, P. and Anderson, V. (2006) The Development of Sustained Attention in Children: The Effect of Age and Task Load. Child Neuropsychology, 12 (3): pp. 205 - 221.
• Brown, T.E. (2006). Attention deficit disorder. A mind unfocused on children and adults. Barcelona: Masson.
• Franke, B., Faraone, SV, Asherson, P., Buitelaar, J., Bau, CH, Ramos-Quiroga, JA, Mick, E., Grevet, EH, Johansson, S., Haavik, J., Lesch, KP, Cormand, B., Reif, A. (2012). The genetics of attention deficit / hyperactivity disorder in adults, a review. Molecular Psychiatry. 17 (10): pp. 960 - 987.
• Sroubek A, Kelly M, Li X (February 2013). Inattentiveness in attention-deficit / hyperactivity disorder. Neuroscience Bulletin. 29 (1): pp. 103 - 110.