Home management

2021 ◽  
pp. 115-126
Author(s):  
Mark Selikowitz
Keyword(s):  
Self Esteem ◽  
Comprehensive Assessment ◽  
Home Management ◽  
Children With Adhd ◽  
Strengths And Difficulties

Children with ADHD are very challenging to bring up. No plan of management can ever be successful if it is not based on a comprehensive assessment of the child’s particular strengths and difficulties. Look upon the child with ADHD as someone whose behaviour and learning inadequacies are due to a hidden disability that are not of his, or his parents’, making. This chapter explores home management of ADHD, including steps in management—i.e. understanding the condition, explaining the condition to the child, parents’ needs, the needs of siblings, improving the child’s self-esteem, the parents’ role as a teacher, and working with a school.

Rolling out a mindfulness-based stress reduction intervention for parents of children with ADHD: a feasibility study

2020 ◽  
pp. 1-8
Author(s):  
R. Rice ◽  
A. Ni Bhearra ◽  
K. Kilbride ◽  
C. Lynch ◽  
F. McNicholas
Keyword(s):  
Stress Reduction ◽  
Parental Stress ◽  
Well Being ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Strengths And Difficulties ◽  
Mindfulness Based Stress Reduction ◽  
Frequent Reason

Background: Attention-deficit/Hyperactivity Disorder (ADHD) is the single most frequent reason for attendance at Child and Adolescent Mental Health Services (CAMHS) in Ireland. Research has suggested that parents of children with ADHD experience more parenting stress than parents of non-clinical controls, yet routine treatment for ADHD rarely addresses parental well-being. Mindfulness-based interventions (MBIs) have been found to result in a reduction in parental stress. Method: An adapted Mindfulness-Based Stress Reduction (MBSR) intervention was delivered to parents (n = 23) of children with ADHD recruited from CAMHS and ADHD Ireland. Results: Following the intervention a significant improvement was documented within the social relationships domain of quality of life (WHOQOL-BREF) and a significant reduction on the child hyperactivity scale of the Strengths and Difficulties (SDQ) questionnaire. Conclusion: This pilot study suggests that an MBSR intervention is both feasible and effective for parents whose children have ADHD. Larger scale studies need to be conducted before inclusion in routine CAMHS.

scholarly journals The validity of the Strengths and Difficulties Questionnaire (SDQ) for children with ADHD symptoms

PLoS ONE ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. e0218518 ◽  
Author(s):  
Charlotte L. Hall ◽  
Boliang Guo ◽  
Althea Z. Valentine ◽  
Madeline J. Groom ◽  
David Daley ◽  
...  
Keyword(s):  
Strengths And Difficulties Questionnaire ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Strengths And Difficulties

Low self-esteem

2021 ◽  
pp. 54-65
Author(s):  
Mark Selikowitz
Keyword(s):  
Computer Game ◽  
Self Esteem ◽  
The Self ◽  
Appraisal System ◽  
Children With Adhd ◽  
Tactile Defensiveness ◽  
School Avoidance ◽  
Controlling Behaviour ◽  
Passive Aggression ◽  
The Brain

Most children with ADHD suffer from low self-esteem. Many unwanted behaviours that are seen in children with ADHD are due to problems with self-esteem. It is essential that parents and teachers recognize this before trying to treat the behaviour. This chapter discusses low self-esteem in ADHD, including self-appraisal as a function of the brain, control of the self-appraisal system in the brain, dysfunctional coping behaviours (quitting, avoiding, adverse responses to praise, tactile defensiveness, cheating, lying, clowning, regressive behaviour, school avoidance, homework avoidance, computer game and TV ‘addiction’, aggression, controlling behaviour, passive aggression, and denial), and the importance of self-esteem maintenance mechanisms.

ADHD: The Facts

2021 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Occupational Therapists ◽  
Self Esteem ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Behavioural Difficulties ◽  
Common Causes ◽  
Skills Learning ◽  
Poor Concentration

ADHD (attention-deficit/hyperactivity disorder) is now recognized as one of the most common causes of learning and behavioural difficulties in school-aged children. Symptoms include poor concentration, forgetfulness, poor organization, impulsivity, restlessness, poor social skills, learning difficulties, low self-esteem, and defiant behaviour. Despite growing awareness of ADHD among parents and health professionals, it is still widely misunderstood. This third edition of ADHD: The Facts provides information on how ADHD is diagnosed, on conventional medical and alternative therapies, and on ways of helping children to improve their own behaviour, self-esteem, and academic results. Written by an experienced paediatrician, the book provides practical advice to help parents understand their child’s difficulties and how to overcome them. With detailed explanations of the cause of ADHD, its nature, and treatments of the condition that have proved effective over time, this new edition includes developments in the understanding of conditions that often coexist with it, as well as problems experienced by adults with ADHD. ADHD: The Facts will be of invaluable assistance to parents of children with ADHD and to teachers, psychologists, speech therapists, occupational therapists, and doctors wanting an authoritative, up-to-date, and practical review of the condition.

How Good Am I? Implicit and Explicit Self-Esteem as a Function of Perceived Parenting Styles Among Children With ADHD

2015 ◽  
Vol 22 (13) ◽  
pp. 1207-1217 ◽  
Author(s):  
Jenny Kurman ◽  
Lily Rothschild-Yakar ◽  
Ruth Angel ◽  
Miri Katz
Keyword(s):  
Parenting Styles ◽  
Parental Support ◽  
Self Esteem ◽  
Control Group ◽  
Perceived Parenting ◽  
Children With Adhd ◽  
Authoritarian Parenting ◽  
Self Evaluation ◽  
Permissive Parenting ◽  
Implicit And Explicit

Objective: To investigate implicit and explicit self-esteem and academic self-evaluation among children with ADHD as a function of parenting styles, namely, authoritarian, authoritative and permissive parenting. Method: Participants included 43 children with ADHD and 35 non-ADHD controls who filled out self-concept and perceived parenting style questionnaires. They also took an Implicit Association Test (IAT) that measured unacknowledged self-esteem. Results: Lower self-esteem was found among children with ADHD than among controls, with stronger effect on the implicit level. Perceived authoritarian parenting was related to lower implicit self-esteem among children with ADHD. Higher self-esteem was found in the authoritative than in the permissive parenting groups in the non-ADHD control group but not among children with ADHD. Conclusion: The role of parental support versus authoritarian parenting in terms of implicit self-esteem points to the importance of promoting responsiveness strategies among parents in the treatment of children with ADHD.

The Contribution of Therapeutic Horseback Riding to the Improvement of Executive Functions and Self-Esteem Among Children With ADHD

2020 ◽  
pp. 108705472092589
Author(s):  
Tal-li Matild Aviv ◽  
Yaacov J. Katz ◽  
Ety Berant
Keyword(s):  
Executive Functions ◽  
Growth Models ◽  
Self Esteem ◽  
Control Group ◽  
Horseback Riding ◽  
Latent Growth ◽  
Therapeutic Horseback Riding ◽  
Latent Growth Models ◽  
Children With Adhd ◽  
End Of Treatment

Background: Attention deficit hyperactive disorder (ADHD) is associated with difficulties in executive functions (EFs), ( assessed by questionnaires) and self-esteem. Objective: To examine the contribution of therapeutic horseback riding to the EFs’ improvement and self-esteem. Method: In total, 123 Israeli children diagnosed with ADHD participated in the study. The study group participated in 20 weeks of therapeutic horseback riding sessions in addition to receiving medication, whereas the control group received only medication. The children and their mothers filled out questionnaires before treatment, at the end of treatment, and 12 weeks after the treatment ended. To examine changes in the children’s EFs and self-esteem, a series of latent growth models (LGMs) were conducted. Results: Therapeutic horseback riding contributed to the improvement of EFs and self-esteem. Improved self-esteem predicted subsequent improvement in EFs. Conclusion: Therapeutic horseback riding is an effective therapeutic method to improve EFs and self-esteem among children with ADHD.

scholarly journals Reducing Emotional and Behavioral Problems by Improving Life Skills and Self-Esteem of Institutionalized Children: Effectiveness of an Art-Based Intervention

2020 ◽  
Vol 35 (3) ◽  
pp. 595-616
Author(s):  
Zoya Amjad ◽  
Humaira Jami
Keyword(s):  
Behavioral Problems ◽  
Life Skills ◽  
Self Esteem ◽  
Assessment Scale ◽  
Emotional And Behavioral Problems ◽  
Skills Assessment ◽  
Control Group ◽  
Post Test ◽  
Strengths And Difficulties ◽  
Experimental Group

The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.

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