Psychological And Pharmacological Treatment To Treat Adhd

Psychological and pharmacological treatment to treat ADHD

Summary

The objective of the present work is to know the disorder by attention deficit with hyperactivity, addressing its criteria, characteristics and recognizing the different types of treatments, both pharmacological in which there are some psychostimulants and non -stimulating as well as psychological, in which you can findCognitive behavioral therapy. It will be addressed in the population of children from 6 to 12 years old, since this age is the most common where ADHD symptoms occur.

Introduction

Hyperactivity attention deficit disorder frequently begins in childAs the family, social and school, the attention deficit disorder with hyperactivity is difficult to diagnose and that causes some parents to identify the symptoms of ADHD in their children, this comes to cause difficulties to which they obtain labeling with behaviorsnegative and confusion to the child, as well as do not receive the proper treatment so that children can be functional and develop as healthy as possible and interact in the best way in their environment.

Due to what has explained the objective of this article is to know about this disorder, addressing its criteria, characteristics and recognizing the different types of both pharmacological and psychological treatments, in a population of children from 6 to 12 years old, since, in this age it iscommon symptoms of ADHD.

Theoretical framework

Attention and hyperactivity deficit disorder (ADHD) is a common disorder that begins in childhood and frequently persists in adulthood, associated with the development of cognitive and functional deficits and comorbid disorders.

The disorder tends to be presented in families and numerous twin studies indicate that ADHD is highly inheritable, which implies the predominance of genetic influences in the etiology of the disorder. (Philip, 2010)

Attention and hyperactivity deficit disorder (ADHD) is characterized by a triad of symptoms of inattention, hyperactivity and impulsivity.1 The disorder is highly inheritable and affects about 3-5% of school-age children. (Asherson, 2010)

DSM V (2013) establishes the following diagnostic criteria for attention deficit disorder with hyperactivity: persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, which is characterized by (1) and/or(2): It often fails to pay due attention to details or carelessness mistakes are made in school tasks, at work or during other activities (P. eg., Details are overlooked or lost, work is not carried out precisely). b) Often you have difficulty maintaining attention in tasks or recreational activities (P. eg., It has difficulty maintaining attention in classes, conversations or prolonged reading. c) It often seems not listening when they are spoken directly

(p. eg., It seems to have the mind in other things, even in the absence of any apparent distraction). d. It often does not follow the instructions and does not finish school tasks, chores or work duties (p. eg., Start tasks but is quickly distracted and easily evades).

Sometimes care problems do not reach criteria for ADHD. In these cases there is the diagnostic category of attention deficit disorder with un specified hyperactivity, which applies to presentations in which the characteristic symptoms of the disorder that cause clinically significant discomfort or deterioration of social functioning, labor or other important areas predominate butthat do not meet all the criteria. (Nieves-Fiel, 2015, P.164)

The appearance of the symptoms or manifestation of the characteristics of ADHD vary according to the child’s age. In an investigation (Alda, Guidi and Serrano, 2013) they mention that the symptoms of hyperactivity and impulsivity usually manifest at 3 and 4 years of age, meanwhile the inattention is shown at the beginning of school (5 to 7 years). On the other hand, hyperactivity and impulsivity occur more than inattention.

Each symptom and the age of manifestation must be taken into account for the selection of the appropriate treatment for the child with ADHD. In the review of literature it was found that there are different types of treatment both the pharmacological and the psychological.

Hyperactivity attention deficit disorder usually begins before children enter school. However, the preschool age group with ADHD is characterized not only by the deterioration in the capacity of attention, excessive impulsivity and hyperactivity, which is also often accompanied by severe temperamental tantrums, non -cooperative, demanding and aggressive behavior thatThey can interfere with the assistance to the nursery or the garden of infants, and family gatherings, and mean a high demand for care and emotional for the family.(Charach, 2010.)

Pharmacotherapy

Among the most used medications for ADHD are “psychostimulants: methylphenidate, both immediate release and diverse galenic forms of prolonged release and the dimesilate of Lisdexanfetamine, a prolonged dexanphetamine liberation profármac. (Alamo, López and Sánchez, 2016, P. 107) . Another of the medications found are guanfacin, this drug is approved by the European Medicines Agency (EMA) and is prescribed for the age of 6 to 17 years. This medicine acts as a selective agonist of alpha-2 central adrenergic receptors, these have been used as an option for psychostimulants or also in children with behavioral problems, tics or sleep disorders, also in Tourette syndrome, migraines, dependence onNicotine and opioid withdrawal syndrome. (Álamo, López and Sánchez, 2016).

Atomoxetine is a non -stimulating drug that is also used for this disorder. Which inhibits the norepinephine supply reuptake, this drug can decrease the signs of anxiety and have a protective effect on ICTs. (Fernández-Mayolalas, Fernández-Perrone and Fernández-Jaén, 2012).

The maximum atomoxetine effect is achieved from 8 to 12 weeks after being ingested, it is recommended that at the beginning the dose is 0.5 mg/kg/day, and after 1-1.2 mg/kg/day.

Each organism is different because of this, it is important that the psychiatrist review the child’s weight, food, daily habits, etc., Since each medicine has side effects and may not work and have to change for another medically and have side effects modify the daily life of the child.

Psychological treatment

One of the most recommended and effective treatments for this disorder is one that follows the line of cognitive-behavioral current, this being the most appropriate therapy as an initial treatment in diagnoses to children and adolescents with minor symptomatologies, minimum impact of ADHD, or itsdiagnosis is still uncertain. (Rabito-Maria, 2014)

Among the intervention programs derived from the boom in the 75-85 years, are the first attempts that were based on: the imposed delay that consisted of the child to take the answer a few minutes before allowing him to respond, this caused the children not to haveA real performance improvement.

Another program was the modeling of reflexive action strategies, the success of this program was when reflexive methods began to be used, which reflected exploration strategies, as well as in children and adult models.

The training program based on offering the child feedback of their mistakes, this served a lot to help show them that impulsive children could not modify their latencies depending on the feedback that appeared in their mistakes.

And finally the training in exploration and registration techniques, that this was that a great decrease in errors were achieved even in the absence of latencies.

Palkes et al. He was a pioneer in the use of auto verbal orders directed with children of ADHD. Since I use verbal instructions that were the following “Stop, look, listen and think!”They were written in posters, to support the performance of perceptual-motor tasks and visual discrimination. The results they obtained did not have a significant improvement.

References

• Álamo, c., López, f. AND SÁNCHEZ, J. (2016). Guanfacin action mechanism: a
• differential postsynaptic approach to the treatment of attention deficit disorder and hyperactivity (ADHD). Acts Esp Psychiat, 44 (3), 107-112. EBSCO database recovered.
• Alda, j., Guidi, M and Serrano, and. (2013). Is it the effective psychological treatment for attention deficit disorder with hyperactivity (ADHD)? Review on non -pharmacological treatments in children and adolescents with ADHD. ESP PSIQUIAT minutes, 41 (1), 44-51. EBSCO database recovered.
• Asherson, r. (2010). ADHD AND GENETICS. Kings College London, United Kingdom.
• American Psychiatry Association, DSM 5 Diagnostic Criteria Consultation Guide. Arlington, VA, American Psychiatry Association, 2013.
• Charach, a. (2010). Children with attention deficit hyperactivity disorder: epidemiology, comorbidity and evaluation. For Sick Children Hospital, Canada.
• Cortese, s. And Castellanos, F. (2010). ADHD and neuroscience. Nathan Kline Institute for Psychiatric Research, USA.UU
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• Nieves-Fiel, m. (2015). Cognitive-behavioral treatment of a child with unpalified ADHD, 2 (2), 163-168. Alicante, Spain.
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• Rommelse, n. (2010). Attention deficit and hyperactivity disorder and cognition. Radboud University Medical Center, Department of Psychiatry, Netherlands.