What Is the Connection Between ADHD and Anger?

Attention Deficit Hyperactivity Disorder (ADHD) was first discussed in the early 20th century. In 1902, an article by Dr. George Still, who was interested in childhood diseases, was published in London. He found that some children seemed to be unable to stop, their emotions were ups and downs, and they often caused trouble. The main characteristics of ADHD are inattention, overactivity, and impulsivity, but these symptoms often make it difficult for them to follow regular behaviors or maintain fixed performance. Dr. Steele believes that these children "have abnormalities in motion control." He wrote an article on the subject and published it in the British Medical Journal. The Diagnostic and Statistical Manual (DSM), published by the American Psychological Association, first described hyperactivity disorder in 1980 and called it "childhood hyperactivity abnormalities. After several revisions by relevant scholars,

ADHD

(Name of disease)

Overview of the definition of ADHD

The term "attention deficit hyperactivity disorder" has finally come into being, and its symptoms and diagnostic criteria have become increasingly clear. The fourth edition of the latest Diagnostic Manual for Mental Illness (DSM-IV) divides ADHD into three different types: "attention deficit", "overactive", and "attention deficit combined with overactive". In DSM-, attention deficit and hyperactivity / impulsivity each have 9 symptoms, and the diagnosis can be confirmed by meeting 6 or more symptoms. At the same time, every symptom must occur in more than one environment, such as at school and at home. Other conditions include that symptoms must be observed before the age of 7 and that no other psychological factors are responsible. The use of magnetic resonance imaging (MRI) and functional scanning (FMRI, which analyzes blood flow in the brain) can help us understand the differences between ADHD patients and the general structure and functionality of the brain. At present, the most consistent data is the reduction in the size of the middle cerebellum (the cerebellar vermiform, located at the lower back of the brain) and the middle brain region (including part of the brain stem).

Harvard University research found that Ritalin (the most commonly used prescription drug) can increase ADHD activity in places with low cerebellar activity. We also know that ADHD does not occur alone, and often merges like dyslexia, developmental coordination difficulties, and even autism. This suggests that multi-region or single-region dysfunction in the brain may affect multi-region integration and connection. There are some independent studies that support these diagnoses, which are actually caused by cerebellar function.

We know that there are more and more children with ADHD. What is the prevalence of ADHD? With the gradual unification of ADHD diagnostic standards in the world, the prevalence of ADHD reported by scholars at home and abroad has been relatively close, such as the United States 3.4-4.7%, Germany 3.9% -9.0%, Japan 4%, Australia 7.5% -11%, New Zealand 3.0%, Brazil 5.8%. The prevalence of ADHD reported in various parts of China is about 1.3% -13.4%, such as Beijing 8.6%, Shanghai 4.0%, Tianjin 3.8%, Henan 10.2%, Harbin 6.9%, Jilin 10.8%, Hefei 10.6%, Hunan 7.3%, Guangzhou 1.3%. According to 7 large domestic surveys, the prevalence of ADHD in China is 4.31% -5.83%. Foreign scholars generally believe that the prevalence of ADHD is about 3% -6%. A rough estimate is that there are approximately 1,461-17.9 million children with ADHD in China!

ADHD is the most common psychological and behavioral disorder in childhood. It has attracted widespread attention from parents, teachers, medical workers and the whole society. ADHD is a chronic process with symptoms that persist for many years, and may persist for life. About 70% of children's symptoms will last until adolescence, and 30% of children's symptoms will last for life. What's more, because childhood neglect can cause adults to have troubles in their work performance, daily life, or interpersonal interactions, so that they fall into lack of self-confidence, frustration, depression, unexplained grumpy, and even depression. . In addition, the risk of secondary or comorbid destructive behavior disorder and emotional disorder is also increased, and the risk of adult substance dependence, anti-social personality disorder, and crime may also increase.

Inattentive or Attention-deficit

Excessive activity (hyperactive or hyperkinetic)

Impulse

Based on the advantages of the above three symptoms, ADHD is further subdivided into the following three categories:

Attentionally inattentive

Mainly hyperactive-impulsive

Hybrid

Children with ADHD often experience distracted attention, inability to suppress their urges, and restlessness. In adults, the main problem is often that ADHD patients cannot plan their lives and simple daily tasks. Therefore, inattention and restlessness are often secondary problems. The U.S. Department of Disease Control emphasizes that diagnosis of ADHD must only be performed by a professionally trained medical provider, otherwise it will be easily misdiagnosed and prescribed, which is quite dangerous.

ADHD ADHD symptoms of ADHD

ADHD in early childhood

The ADHD test is more complicated and difficult to judge than other diseases because its symptoms are not obvious. In early childhood, there are usually not too obvious symptoms, but there are some special patterns. Of course, this phenomenon cannot be used to determine whether or not you have ADHD. In school age, if you suspect that you have ADHD, in the past, early childhood The various conditions can effectively help physicians make a diagnosis.

Symptoms in early childhood include:

1. It is less likely to suck when you are breastfeeding, or cry during the breastfeeding, and you need to feed it with small meals.

2. Sleep very short or often wake up even after falling asleep.

3. Frequent crying or irritability, feeling restless.

4. Sucking your fingers or bumping your head excessively, swinging your body forward or backward.

5. When you can crawl, keep crawling around.

6. Daily life is very irregular, like sleeping and feeding.

7. Pee training is very difficult.

Attention deficit hyperactivity disorder preschool

It is natural for children from 3 to 5 years old to have a high activity rate, so attention deficits and impulses are common.

Therefore, it is very difficult to distinguish between children with average or ADHD at this stage of development. Because kindergartens are play-based environments, it is not easy to distinguish between normal and abnormal behaviors of children unless they are specifically observed. However, if the symptoms are very obvious and have interfered with the development of cognitive function or language learning ability, it can still be diagnosed by comparing the development level of children of the same age.

Often, problems start to surface by the age of 5-6. Most of the children who were later considered to have ADHD showed the following pattern. (However, these phenomena may also be caused by factors such as depression, restlessness, mania, substance abuse, emotional disorders, etc., so special attention is required.)

1. Frequent fights with brothers of the same age or brother.

2. Sometimes there is a tendency to be very angry without a special reason.

3. Some ADHD children are highly aggressive.

4. Unable to complete structured or targeted activities such as painting, drawing, games, etc.

5. Although large-scale muscle training techniques such as running are well developed, they are lagging behind in activities that require coordination, such as language skills, drawing, and the use of scissors.

6. It is also possible to have persistent sleep problems in young children (waking up frequently during sleep, irregular sleeping habits).

7. On the whole, there is a lot of activity, and I don't like to listen to the words of my parents.

8. The concentration time is shorter than other children and it is easy to diffuse.

9. Vulnerable to injuries due to blind play or behavior.

10. There will be comments from teachers such as "very difficult to manage" or "behavioral problems".

11. Difficulties in sharing toys or waiting in order with other children, or often grabbing others' things without authorization.

ADHD school age

After entering the school, many things that were allowed in the kindergarten are not allowed in the elementary school, so the problem of ADHD children will gradually emerge. Symptoms that parents or kindergarten teachers haven't noticed before will obviously appear as the environment changes.

Therefore, in order to understand why this kind of problem occurs, it is necessary to think back to the phenomenon and growth process of childhood. There are also examples of children with ADHD who are more intelligent before grade 3. However, starting in the fourth grade, ADHD children will gradually find it difficult to live on campus due to the complexity and difficulty of class content. Behavioral characteristics of children with ADHD are as follows.

1. In physical education classes, they are often blamed for not following the order or disregarding instructions and promiscuity.

2. I ca nt sit on the seat in the classroom, even during class, I walk around.

3. Shake the chair and sometimes even fall from the chair.

4. Due to short concentration time, unable to focus on schoolwork or complete the project within the required time.

5. Poor self-organization and care, often with messy phenomenon.

6. Due to lack of self-restraint (because of impulsivity), various behavioral problems will gradually increase.

7. It is also impulsive in terms of language and is constantly noisy.

8. When under pressure, it will be more difficult to control the restraint ability, and the hyperactive behavior will be more serious.

9. You will also lose confidence in these phenomena.

10. There will be comments from teachers such as "lazy", "like fantasy", "behavioral problems" and so on.

11. Answer unrealistic answers and sometimes cannot describe the ins and outs of things.

12. Problems can arise even under supervision and guidance.

ADHD in adolescence

Parents often experience frustration and anger repeatedly in the process of raising disobedient ADHD teenagers. Because the need for independence is higher in adolescence than in childhood, the process of parenting will be more difficult. ADHD students' relationships with their teachers will worsen in the classroom, and it will be difficult to form normal friendships with other students.

In particular, under the heavy academic requirements and academicism, ADHD students can easily be positioned as problem teenagers. At the same time, I can't fully exert my ability and lose my interest in academics. Because self-confidence is not strong enough, it often causes various problems and behaviors, and finally feels isolated.

1. Loss of self-confidence and low self-esteem due to long-term environmental discomfort and frustration.

2. Difficulties in making friends due to lack of social skills.

3. As the content of the schoolwork has been improved to a considerable level, it is impossible to keep up with the learning progress, and the grades gradually decline.

4. Lack of skills to solve extra-curricular problems.

5. More behavioral issues than national hours.

6. Lack of organizational ability to do a good job of sorting and tidying / a little messy.

7. Easy to conflict or fight with others, showing a tendency to violence, and even a tendency to absent from school.

Adulthood

In the past, the phenomenon of ADHD gradually disappeared with age. However, according to recent research, about 30-70% of ADHD cases continue into adulthood. Due to long-term accumulation of ADHD symptoms, the following problems may be experienced in adulthood.

1. Low education.

2. Social skills are not smooth.

3. Low self-confidence.

4. Frequently feel disturbed.

5. Unsettled and persistent problems related to short attention spans.

6. The risk of abuse of alcohol and drugs increases.

7. Only 30-40% of adults with ADHD can adapt to daily routines.

When they reach the age of 10, 25% of ADHD children will gradually return to normal, but still about 75% of ADHD children still do not adapt to school, society, and family. Especially in families, because of problems such as evading responsibility or being unable to complete homework, conflicts and struggles with family members are increased, and about 30% of them will fail in high school enrollment, and most of them will fail in college entrance exams. In addition, 50% of adult ADHD patients have emotional problems such as anxiety, depression, and antisocial and employment problems. In addition, the accident rate and suicide rate are also higher than those of normal people. Even if they have a job, their results and opportunities for promotion are less than that of ordinary people.

Delay in ADHD

Mainly autism, depression, anxiety. Insufficient language, differences in behavior and others make it impossible for them to communicate and cooperate with others. There will be psychological phenomena such as anti-society, anti-humanity, or suicide. However, due to the high price of medicines and lack of awareness, early rise cannot be treated well. In adulthood, it becomes a bad social element and causes chaos in society.

How to diagnose ADHD

The prevalence of ADHD accounts for about 5% to 10% of the school population, and some as high as 20%. The prevalence is different because of different diagnostic criteria and methods of diagnosis, but researchers agree that there are more men than women with ADHD, and the ratio of men and women with ADHD is 3: 1 and 10: 1, respectively. Socio-economic conditions are linked. The prevalence in China is similar to that in foreign countries.

The latest clinical diagnostic criteria for ADHD was developed by the American Psychiatric Association in 1989 and is now excerpted below.

When compared to most children of the same age, the following behaviors are more frequent, comply with 8 of the following 14 items, and last for 6 months, diagnosed with attention deficit hyperactivity disorder.

1. Keep your hands or feet moving, or twist on your seat (you are the subjective feeling of restlessness).

2. Even if you have to sit well, it is difficult to sit still.

3 Easily distracted by external factors.

4 During group activities or games, you cannot wait patiently for rotation.

5. The other person's questioning had not ended, and he rushed to answer immediately.

6. Doing things not as directed by others (not intentionally defying or not understanding).

7. Don't focus consistently on homework or play.

8. One thing hasn't been done yet, and other things are done. There is no beginning.

9. Can't play quietly.

10 Talk too much.

11. Often interrupts the activities of others or interferes with their studies and work.

12. When people talk to him, he often doesn't listen.

13. Necessary items, such as books, workbooks, pencils, etc., are often lost at school or at home.

14. Often participate in dangerous activities regardless of possible consequences, such as running on the road without observation.

Diagnostic criteria for ADHD

In 1989, in the "Classification Scheme and Diagnostic Criteria for Mental Illnesses" (Second Edition) adopted by the Chinese Neuropsychiatric Society of China, the following diagnostic criteria were identified for attention deficit hyperactivity disorder.

Onset in the preschool age, lasting at least 6 months, and a child with attention deficit hyperactivity disorder is diagnosed with 4 of the following behaviors.

1. It is difficult to sit quietly in situations where it is needed, and it often moves.

2. Easily excited and impulsive.

3 Often interfere with the activities of other children.

4 Things often start and end.

5. Attention is difficult to keep concentrated and often easy to transfer.

6. The requirements must be met immediately or an emotional response will occur.

7. Often talk a lot, so interrupted or noisy.

8. It is difficult to observe the order and discipline of collective activities.

9. Poor academic performance, but not caused by mental retardation.

10 Awkward movement, poor ingenious movement.

Exclusion criteria were not caused by mental retardation, childhood psychosis, anxiety, conduct disorders, or neurological disorders.

The diagnosis of ADHD in children can be divided into three aspects, namely neurophysiological testing, behavioral testing and psychological testing.

Neurophysiological detection

Neurophysiological detection is the direct detection of the overall physiological function of the nervous system. The most common measurement methods are EEG and attention variable detection, which are mostly used for the detection of ADHD.

2. Behavioral inspection

Since ADHD has long been thought to be associated with mild brain dysfunction (MBD), most of the detection methods are for MBD. MBD, especially neurological examination, but these methods have certain limitations. In all cases, it is important to detect special behaviors and interactions between children.

One example is the ADHD detection method recommended by Barkley (RABarkley, 1981). This method mainly includes three aspects: talks with children, parents and teachers; behavioral scale;

Talks with children, including informal behavioral observations, focused on the interactions between children and parents and peers. Barkley believes that it is beneficial to establish this intimate connection and to record the physical, cognitive, and behavioral characteristics in detail. Meetings with parents and teachers also emphasized social interaction.

Clinically, ADHD was diagnosed according to the diagnostic criteria of the American Psychiatric Association and the Chinese Neuropsychiatric Association in 1989. In addition, Conners and Akenbach Child Behavior Test Sheet (CBCL) are commonly used for evaluation.

(1) Connors Behavior Checklist

The scale is composed of two tables, a teacher's table and a parent's table, as well as a combined table (simplified form) for parents and teachers.

The parent form is composed of 48 items. Parents are required to fill in each question accurately and truthfully, and tick "" at the corresponding level. Points-very much.

After factor analysis, this scale can measure 6 problems:

The question of conduct is related to questions 2, 8, 14, 19, 20, 21, 22, 23, 27, 33, 34, 39;

Learning problems, related to questions 10, 25, 31, 37;

Physical and mental problems, related to problems 32, 41, 43, 44, 48;

impulsiveness-hyperactivity, related to questions 4, 5, 11, 13;

Anxiety, related to questions 12, 16, 24, 47;

Hyperactivity index, related to questions 4, 7, 11, 13, 14, 25, 31, 33, 37, 38.

According to the sum of the scores of the questions in each aspect, and then divided by the number of questions, you can get the scores of the components in each aspect. If the hyperactivity index is related to 10 questions, add the scores of these 10 questions and divide by 10 to obtain the hyperactivity index. Studies have shown that an average score of the hyperactivity index above 1.5 indicates hyperactivity.

Of course, the scores of the subscales must be compared with the standard scores of normal children, such as being above the average plus two standard deviations for diagnostic significance.

The teacher's table consists of 28 questions, and the teacher evaluates the child's behavior. The short form includes 10 questions, which can be filled by parents or teachers. It is mainly used to observe the treatment effect of ADHD children.

(2) Akenbach Child Behavior Test Form

The scale includes three forms for parents, teachers and self-assessment. The self-assessment scale requires children over 10 years to complete it by themselves. It was introduced in China in the early 1980s and has been widely used in Shanghai and other cities, and preliminary data on China's norms have been summarized.

The scale includes:

General items: name, gender, age, etc .;

Social skills: including 7 categories, such as participation in sports, after-school hobbies, making friends, etc .;

Behavior problems: Including 113 items, of which 56 items include 8 sub-items, 113 items are "others", and the scores are based on the performance of the most recent half year.

The scale score is complex, see the relevant manual for details.

3. Psychological Test

The detection of children with ADHD also uses psychological tests such as intelligence tests and attention tests to aid diagnosis. Here are some psychological tests commonly used in the diagnosis of ADHD.

Raven test, Wechsler Children's Intelligence Scale: measure children's intelligence level. The intelligence level of children with ADHD is within the normal range.

Digital elimination test: measure children's attention level. In addition, there are some methods for measuring children's attention, such as children's proofreading test, pattern matching test, decoding test, puzzle test and so on.

In short, the diagnosis of children with ADHD is a fairly complex process that involves many aspects and uses multiple methods. So far, there are still many questions about the diagnosis, treatment and etiology of ADHD children. Therefore, the diagnosis of ADHD children is still a controversial issue. In any case, the use of psychological scales will help the diagnosis, etiology and rehabilitation of children with ADHD.

Causes of ADHD

There are various assumptions regarding the causes of ADHD. But its roots come from neurological and chemical explanations. In addition, there is also the complexity of interactions such as anatomy, heredity, and environment. Therefore, parents should not have the idea that my child has ADHD is my fault. This is a very important concept.

Neurological and chemical factors

In the human brain, there are reticular activating systems (RAS) responsible for learning, self-inhibition, and motivation; and within the RAS, there are nerves such as dopamine and adrenaline, which are responsible for attention. Conductive substance. Experts believe that ADHD can be induced when these substances are lacking or abnormal. In related studies of the pathogenesis of ADHD, nerve conduction substances other than dopamine and adrenaline, such as serotonine, have also been proposed to be related to the pathogenesis of ADHD. Therefore, it is necessary to have the aforementioned neurological and chemical factors to cause ADHD. More importantly, because ADHD is a disease, it needs to be diagnosed and treated. Do not simply think that ADHD is due to the child's natural personality or surrounding Caused by the environment.

Hereditary factors

Many ADHD genetic studies have found that 30% of parents or their siblings of ADHD children also have attention deficit problems. However, there is no specific conclusion that ADHD is caused solely by some heredity, but it is only believed that the factor will be related to the family.

3. Environmental factors

There are also reports that the state of the fetus during pregnancy is also related to lack of attention. In other words, the incidence of ADHD is affected by factors such as malnutrition, smoking, excessive stress, and infection during pregnancy. At the same time, factors such as head damage during premature or difficult delivery may also cause ADHD. But this does not mean that such environmental factors will definitely cause ADHD. Experts believe that the past thoughts of "over-watching TV", "lead poisoning", "radiation exposure in high-voltage current areas", "fluorescent light exposure", "electric toys", "allergies", etc. also cause ADHD. Without medical evidence. In addition, other claims such as lack of vitamins, excessive intake of food additives, salted foods, refined sugar, etc. will cause overactivity, and there is no definite scientific evidence.

4. Anatomical reasons

Most scholars believe that attention deficit is congenital, or it may be caused by neurological and chemical reasons. Generally, the basic structure of ADHD children's brain is not abnormal in appearance, but subtle dysfunction can be found in brain function. Take normal children as an example. During the fetal period and within one year after birth, their brains will continue to grow, and during their development, nerve cells will be properly formed and bound. However, there may be various reasons such as smoking, drinking, and drug abuse in pregnant women, which may not form the above-mentioned brain functions normally. On average, the frontal lobe of ADHD children is 10% smaller than normal children, and the brain Anterior superior and Anterior inferior are about 10% smaller than normal children.

According to a study by the Centers for Disease Control and Defense (CDC), ADHD is actually just a collective term for a variety of mental disorders. Therefore, to correctly diagnose this condition, you cannot rely on a single test to determine it, but must use multiple tests at the same time to confirm it.

Number of ADHD patients

American figures

According to the 2000 version of DSM-IV-TR, approximately 3% -7% of children in the United States have ADHD. According to the American Centers for Disease Control's annual report on health visits published in 2004, about 4 million children under the age of 18 in the United States have been diagnosed with ADHD. However, the rates for assessments vary widely, and some school districts even have 60% of children diagnosed with ADHD. At present, more than one million adults and children throughout the United States need to take prescribed drugs because of this condition. According to statistics for 2002, the proportion of boys diagnosed with ADHD is twice as high as that of girls (boys: 10%; girls: 4%). The exact cause of this gender difference is still unknown. However, some experts pointed out that it is possible that girls' symptoms are generally milder than those of boys, and they are more difficult to detect at the same time than boys, so they are less likely to be referred by parents and teachers.

Hong Kong figures

In Hong Kong, due to the problem of resource allocation in the past, the EMB has not allocated any resources to explore this issue. It wasn't until November to December 2004 that the Education and Manpower Bureau conducted a systemic census throughout Hong Kong for the first time to study the proportion of disabled students in each school after the implementation of integrated education. However, some in-service teachers observed informally from their own schools, and found a similar result to the American study, which is that the proportion of boys is higher than that of girls, and girls are usually found to have this problem later. Teachers speculate that this may be related to the generally quieter performance of girls in Hong Kong than boys, but research is still needed to confirm.

Numbers in Taiwan

According to statistics from Taiwan, about 5% -7% of school-age children have ADHD. And the proportion of children with ADHD is different according to gender: the average index of girls is 2.9%, and that of boys is 9.2%. The proportion of boys is three times more than girls. The reason is that most boys show their ADHD symptoms with impulsiveness and overactivity, and they are more likely to be found. Girls are mostly inattentive and more easily ignored. The prevalence of this disease is currently the highest among pediatric psychiatric related diseases. Studies have found that if ADHD develops in infancy, it can be around 30% to 70% and will continue to adolescents and adults. As mentioned earlier, in young children and children, the prevalence of boys is three times that of girls; however, there is no particular gender difference in the prevalence of ADHD in adulthood. Overall, about 2% of adults have ADHD.

The meaning behind the numbers

As far as the status quo is concerned, ADHD remains a global issue.

ADHD complications

Comorbidity refers to the phenomenon that a patient has more than two different diseases at the same time (Pliska et al., 1999). Many children with ADHD usually suffer from other pediatric mental disorders such as learning disabilities and depression. From another perspective, doctors often find clinically that children who originally thought they had depression or learning disabilities actually suffered from ADHD at the same time, and even some ADHD caused subsequent depression symptoms or learning disabilities. Whether or not they have psychiatric comorbidities, and the names and symptoms of their comorbidities, will affect their treatment. Therefore, for the correct diagnosis and successful treatment, the diagnosis of a professional physician is the first condition. Representative diseases that often occur with ADHD are as follows:

Observation of behavior is important, but it is only a secondary condition for diagnosing attention deficit hyperactivity disorder, and briefly the diagnosis of attention itself, so that treatment can be more effective and successful.

1. Learning Disorder

The so-called learning disorder refers to situations in which difficulties are apparently encountered in listening, speaking, reading, writing, inference, calculation, and use, and the cause comes from central nervous system dysfunction. Children who experience learning disabilities also experience problems in behavior adjustment and social interaction.

2. Oppositional Defiant Disorder & Conduct Disorder

Approximately 30-50% of children with ADHD experience antagonism and behavioral disorders, especially among boys. It is generally believed that the causes of behavioral disorders include hereditary factors, neurological abnormalities, abnormalities in Skin Conductance, Systolic Preesure, and Catecholamine Serotonin. , Excessive male hormones in the blood, abnormal brain waves (EGG) and event-related potentials (Event-Related Potentials), and other psychosocial factors. Because this kind of child-to-person interaction is more sensitive, when he is in a bad mood, he will yell at or shout at others, or even appear violent. Often these children are stubborn, irritable, and defiant.

3. Depression

Reports show that about one-third of children with ADHD have depression. Although the prevalence of depression is very rare before puberty, 1% of children experience depression. Symptoms of depression in children include depression, depression, care, decreased attention, memory impairment, poor interaction with friends, changes in sleep patterns and weight, lack of vitality, and self-criticism.

4. Tics / Tourrette's Syndrome

Tic has nothing to do with its own will. It can be divided into two categories: one is the Vocal Tic, which involuntarily repeatedly emits strange sounds; and the motor Tic, which continually makes small movements on the face and body parts. Simple is like shaking hands with quick and short movements; more complicated ones are like touching nose, touching others, kicking, making faces, etc. Some children even imitate others or make suspicious indecent moves. Symptoms include blinking, frowning, pouting, shrugging your shoulders, shaking your head, shaking or even twisting your entire body, coughing like a throat clearing, blowing your nose or making a sound like sniffing your nose, imitating someone else's speech, or making you swear Sounds etc. Although it can temporarily suppress twitching, it is an involuntary action because twitching itself has nothing to do with will. Therefore, parents' accusations or punishments will not help, but will aggravate the psychological anxiety of the sick child, worsen the symptoms, and even induce other emotional problems. If motor twitches and vocal twitches occur at the same time, and the phenomenon lasts for more than 1 year, it is called Tourette's disease. Symptoms are more severe due to the presence of two types of seizures at the same time, but improvement can be achieved with medication alone.

5. Bipolar Disorder

Bipolar disorder is an alternation of extreme emotions, such as a high mood (mania) and a low mood (depression). Most occur in adulthood, but also in adolescence over the age of 10, and it is rare in childhood. Generally, bipolar disorder can be easily detected, but the period of depression in bipolar disorder is relatively short, so it is difficult to observe the depressive part. Symptoms of mania include: emotional changes are very large (eg, happiness irritability anger attack, etc.), overconfidence, full of energy, no tiredness after not sleeping for several days, more talk, loose, and repeated Make dangerous actions, etc. Symptoms of depression include: irritability, depression, persistent sadness, unexplained crying, suicidal thoughts, inability to feel happy, physical discomfort such as headache, abdominal pain, general weakness, tiredness, Inability to concentrate, feeling boring, etc.

6. Sleep disorders

Also known as Sleep Terror Disorder, the main symptom is that you feel terrified and scared during sleep. It usually occurs within 1-2 hours after falling asleep, and the frightening phenomenon lasts about 1-10 minutes. My heartbeat speeds up quickly, I sweat a lot, I can't stay awake for a while, I just wake up in the morning and remember that something terrible happened, but I hardly remember what I dreamed of at night.

Characteristics of "attention" in ADHD :

1. Often unable to pay attention to details, making careless mistakes in homework, work or other activities;

2. It is difficult to maintain concentration in doing things or activities;

3. When others talk to him, they often show that they are not listening;

4. It is often difficult to complete things according to instructions, unable to complete homework, housework or work (not because of opposite behavior or inability to understand instructions);

5. Frequent difficulties with organizational work or planning activities;

6. Frequently evades or dislikes activities or work that require thought;

7. Often forget things (such as books or things needed for work);

8. It is easy to be disturbed;

9. Often forget what to do every day.

Characteristics of " hyperactivity " in ADHD :

1. When sitting, I often feel embarrassed, playing with hands or feet, or constantly twisting my body;

2. Standing up often when you need to sit, or leaving a chair in class;

3. Running around or being overactive in inappropriate situations (if you are a teenager or an adult, you feel restless) 4. It is difficult to play or work quietly;

5. Always can't calm down, always doing something, or moving constantly;

6. Extremely loves speaking.

Characteristics of "Impulsiveness" in ADHD :

1. Before someone else asks the question, rush to say the answer;

2. Can't wait for his turn;

3. Often interrupts things / conversations in inappropriate situations.

ADHD Treatment

So far, there are three methods for treating ADD / ADHD: drug therapy, psychological therapy, behavior therapy, and biological therapy.

ADHD medications

Most children with ADHD have improved hyperactivity or cognitive function after taking the drug, but the amount of medication is difficult to control and the side effects of the drug can cause bone growth and growth due to malnutrition, and withdrawal of the drug may cause behavioral rebound (without medication) Before more serious behavioral symptoms), etc., in the process of medication, the control of drug dose and evaluation of drug efficacy must be professional, accurate and reliable.

There are three main drugs on the market:

Zestad and Zunda (Tomoxetine Hydrochloride Capsules) are administered once a day based on the weight of your doctor and your body weight. After use, pay attention to measuring blood pressure. These drugs have an impact on the blood concentration of the human body. But the effect is better, the effect is most obvious two months before the medication. There is no manufacturer of such drugs in China, and the price is more expensive, about 10mg / 30 yuan.

Litalin (methylphenidate hydrochloride tablets) two to three times a day, the effect is not as good as the above drugs. There are manufacturers of such drugs in the country, the price is relatively low, about 10mg / 0.6 yuan.

ADHD Psychotherapy

It is mainly aimed at ADHD children's emotions, parent-child relationships, interpersonal communication, self-cognition and other aspects. These aspects are very beneficial for ADHD children to adapt to society and develop self, but they have no obvious effect on the symptoms of attention deficit hyperactivity disorder. Appears as a conventional adjuvant treatment for ADHD.

Attention deficit hyperactivity behavior therapy

It has a significant effect on improving children's behavior. Mainly reflected in self-management, time management, school and family behavior control. Behavioral therapy is a necessary treatment for ADHD. If pure drug treatment is likely to disappear with the discontinuation of the drug, but if it is synchronized with behavioral therapy, it will maintain some effective behavior characteristics after discontinuation.

Biological treatment for ADHD

The latest medical research from Harvard University in the United States found that children with ADHD have darker prefrontal images than normal children, which is because of defects in the prefrontal inhibition system that regulates attention and performs central nervous system command functions.

ETS intelligent tracking biological regulation technology is invented based on the results of this research. This technology miniaturizes special neurotransmitter factors into the central nervous system through the frontal occipital region. The special miniaturized gene factors easily penetrate the blood in an ionic state. The brain barrier, directly to the central functional area, stimulates brain tissue to release endogenous neurotransmitters with an "alpha" effect, enhances the concentration of catecholamine neurotransmitters, and repairs the prefrontal lobe, so that children with ADHD can be cured.