PECULIARITIES OF THE INTERACTION OF PARENTS AND CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

Abstract

The article raises an urgent question of the characteristics of the interaction of parents and children with a diagnosis of ADHD – attention deficit hyperactivity disorder. It is noted that despite an increase in scientific knowledge about the genetic and neuropsychological mechanisms of the appearance and development of the syndrome, the quality level of education and the skills of effective interaction between parents and teachers with such children is remained quite low. Today, attention deficit hyperactivity disorder is a recognized by medical science as a disease of neuropsychological etiogenesis due to a complex combination of hereditary and socio-psychological factors, none of which is necessary or sufficient to cause the development of ADHD in itself. The importance of adaptive parenting of a child with ADHD in the family to optimize his/her development and reduce the likelihood of negative symptoms accompanying the disorder is considered obvious. Risk factors for children with ADHD in the future to have such adverse effects as substance abuse, crime, aggressiveness, and opposition behavior are maternal depression, excessive directiveness and exactingness. Pathological conditions for children with ADHD are conditions of structural blurring of the family, diffuseness in accepting roles, educational insecurity of parents, and lack of reflection on educational interaction. Empirical data show that more appropriate models of interaction with a child are characteristic of complete families, parents of more mature age with higher education. In such families there is a greater response of parents to working with a psychological service to help the child adaptively socialize and prevent the negative consequences of the disorder. Most ineffective models – impatience, backward aggression, punishment, despair, fruitless persuasion – are used in interaction with children by young mothers (who gave birth to children under 18), some parents. The worst situation with the uncontrolled behavior of a child at home and at school is observed in dysfunctional families, where there are conflicts, quarrels, father’s drunkenness, coldness, detachment of the mother, and those with tight housing and material conditions of the family. It is concluded that although family education cannot cause the appearance of ADHD symptoms in children (biological factors are responsible for their appearance), the ability of parents to interact with them effectively helps to prevent the development of problematic opposition behavior and addictions in children in the future. ADHD education and helping parents to learn effective educational strategies for their interactions with their children can offset the negative effects on children. Psychological and psychiatric help for mothers who have their own problems associated with ADHD (impulsiveness, impatience, excessive anxiety, a tendency to depression, emotional imbalance, etc.) and high stress levels can also become a significant factor in improving the structure of family interaction in the parent-child system.

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