Kualitas hidup pada ibu dari anak dengan attention deficit hiperactivity disorder

Having an attention deficit hyperactivity disorder (ADHD) child is certainly not easy in her care. Mother, as the most dominant figure in her parenting, certainly experienced psychological impact. This study aims to describe the experience of mothers who are parenting with ADHD related to their quality of life. This research is qualitative research with a Phenomenological approach. The study participants consisted of 5 mothers of children with ADHD aged 36-45 years. Data retrieval is done using semi-structured interviews. Data analysis using thematic analysis. The quality of life in mothers of children with ADHD can be described through 23 themes divided into four domains of quality of life: physical, psychological, social, and environmental. In the physical domain, parenting with ADHD affects daily activities that cause mothers to feel tired. In the psychological domain, the mother feels a variety of feelings from the beginning of the diagnosis to during parenting. In the social relation domain, parenting with ADHD affects maternal relationships. In the environment domain, some costs need to be incurred for the child. Mothers are also able to get new information and lessons during parenting with ADHD.

Persepsi Guru Paud tentang Attention Deficit Hyperactivity Disorder (ADHD) pada Anak Usia Prasekolah (3-6 Tahun)

Attention Deficit Hyperactivity Disorder (ADHD) is a child who experiences obstacles in focusing attention, this condition is known as a hyperactive child term. PAUD teachers play an important role in ADHD child detection efforts, as teachers are often the first to see if their students have a keen behavioral difference when compared to other students. The study aims to get an overview of the Paud Teacher's perception of Attention Deficit Hyperactivity Disorder (ADHD) in preschool-aged children (3-6 years). This research uses qualitative research methods with a phenomenological approach. Data was obtained with an in-depth interview of 4 participants using the purposive sampling technique. The analysis used in this research is Colaizzi Analysis 7 step process. The results of the study getting five themes are facing the problem of ADHD children, planning problem solving, seeking support facing ADHD children, taking a positive meaning and accepting responsibility. Based on this research, it can be concluded that to optimize the child's growth, a teacher provides a special education in the form of wholeheartedly educating, patiently facing the child and giving more attention.

Efektivitas Bermain Lotto untuk Meningkatkan Konsentrasi Belajar bagi anak ADHD

This research is based on getting an ADHD child who has difficulty learning concentration, learning concentration in focusing on the material being worked on. This study aims to increase learning concentration for ADHD children at SDN 11 Pauh Padang. This type of research experiments in the form of a single subject (Single Subject Research) with de s ain ABA, the research subject is a child with ADHD, show symptoms of a lack of ability to concentrate full attention to the object. Data collection techniques in this study used a duration to see how long the child was able to focus on the material being worked on within 20 minutes of the learning process. Data analysis techniques using visual graph techniques. The results of this study indicate that playing lotto can increase learning concentration for ADHD children at SDN 11 Pauh Padang seen from the results of data analysis in conditions and between conditions.

Remediation in ADHD

This paper discusses techniques of remediation used in a practical study case of an ADHD child. The major focus of this process is to enhance the development of underdeveloped functions and its main objective is to create, together with the patient, effective work methods, which would be meaningful to the child and would a part of his or her experiences in life. The paper considers the case of a 7.year.old boy suspected of having ADHD and provides his pre.and post.neuropsychological evaluation data. The 6.month intervention process brought some significant results as the evaluation showed the development of several superior mental functions and the initial hypothesis of ADHD was refuted. Thus, the remediation process which involved an adult that respected the level of the child’s development and included meaningful activities within an affective impact enhanced the child’s development.

“My child has ADHD…am I ok?” The Psychological Burden of Caring for an ADHD child in Lebanon and its association to Caregivers’ Mental Health.

Objectives: Previous studies have indicated that caregivers of ADHD children consider this disorder to be a psychological burden on their lives in all its aspects: social, occupational, and financial. As a result, these caregivers are marked with psychological morbidities including stress, anxiety and depression. While there have been reports of ADHD in Lebanon, there are no studies in Lebanon or in the Middle East that measure the psychological burden of ADHD on caregivers or its association to mental health. Therefore, this study aims to inspect the psychological burden of ADHD and assess the variation in stress, depression, and anxiety among caregivers of ADHD children. Methods: The study involves 120 Lebanese caregivers, 48 of which are caregivers of ADHD children and 72 are those of normally developing children. Caregivers are presented with three scales to report: DASS-21, SDQ and a CAPPA-adapted survey. Results: After analyzing the responses, we can infer that caregivers of ADHD children worry, avoid outside activities with their child, consider their child to be a strain on their family, on their occupation, and on their finances more than caregivers of normally developing children with ORs= 15.8, 20.3, 3.5, 13, and 3.7 respectively. Moreover, more caregivers of ADHD children reported depression (58% vs 26%) and anxiety (31% vs 14%) with higher mean scores on DASS-21 (mean= 14.98+/-6.2, p<0.001) for depression and (mean= 15.67+/- 5.02, p<0.001) for anxiety compared with caregivers of normally developing children. ORs= 4.7 and 3.7 for depression and anxiety respectively. In addition, mental health seems to be positively associated with each of the psychological burden and severity of the child’s ADHD. And in turn, the caregivers’ psychological burden is also positively associated to the child’s ADHD severity. Finally, mental health seems to be discriminant in caregiver gender, where more mothers show depression (64%), anxiety (75%) and stress (68%) than fathers of ADHD children. Conclusion: This study affirms that caring for a child with ADHD impacts the mental health of caregivers and their lives. Therefore, there are strong grounds to contemplate ways to help such a vulnerable group of caregivers in the Lebanese population.

Being a mother of children with ADHD and the problems it causes to mothers

Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in the childhood period. In the children, the symptoms of this disorder are reluctance to tasks that require attention, disorganisation, losing things frequently, forgetting homework, restlessness, being unable to wait their turn and so on. Those children, who are hyperactive, impulsive and distracted, might experience severe problems in their relationship with their families, parents, peers and friends. Compared to the parents of normal children, the parents of children with ADHD, especially the mothers who play a more active role in child care, are more likely to suffer from stress, anxiety and depression in the course of time. Therefore, in order to protect family functionality and provide a healthy communication between the parents and the child, it is crucial to raise parents’, in particular mothers’, awareness on ADHD and its treatment for the evaluation of parents’ psychological state and referring them to a specialist, if necessary. Keywords: ADHD, child, mother, psychological problems, psychiatric nursing.

Intervention for ADHD Child using the Montessori Method and ICTs.

<p class="0abstract"><span lang="EN-US">This article intends to address intervention strategies for children with Attention Deficit Disorder (ADHD), with references to aspects of the Montessori Method, combined to ICTs. Furthermore, new technologies, based on the Montessori philosophy (such as robotics) address behavioral as well as multisensory approach to ADHD using the senses of vision, hear and touch. In addition, these interventions can also contribute to regulate the child’s social-emotional adjustment and learning engagement. Multiple intervention strategies implemented within home and school environment can be effective for students with ADHD.</span></p>