Overview
- First book focused on the connections between ADHD, stress, and dissociation
- Links basic developmental characteristics with the influence of stress
- Discusses concepts and non-pharmacologic strategies for managing ADHD
Part of the book series: SpringerBriefs in Psychology (BRIEFSPSYCHOL)
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Table of contents (6 chapters)
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Front Matter
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Back Matter
Keywords
- ADHD
- ADHD treatment interventions
- Disinhibition and ADHD
- Highlings Jackson and hierarchical development
- PTSD
- attention, cognition, and ADHD
- attention-deficit hyperactivity disorder
- attentional and cognitive functions in ADHD
- basic methods of ADHD treastment
- brain and cognition in ADHD
- hypofrontality and ADHD
- neural and mental dissoluation
- neurall disorganization and dissoluation
- non-pharmacologic management of ADHD
- posttraumatic stress disorder
- primitive reflexes and ADHD
- stress and brain development
- stress and psychological dissociation
About this book
This first-of-its-kind volume revisits current findings on ADHD in terms of classic thinking on developmental neuropsychology for a more rounded concept of brain disorganization. Insights from Freud, Janet, John Hughlings Jackson, and other pioneers help identify mechanisms (e.g., the primitive reflexes) that can cause children with ADHD to be prone to cognitive dissociation when exposed to stressful environments. The authors’ model of the developing distracted brain pinpoints effects of stress on cognitive and affective functions, most notably attention and memory, and suggests situations in which stimuli may facilitate integration between brain and mind. This expanded knowledge opens out new educational possibilities for vulnerable students as well as new opportunities for therapeutic breakthroughs for children with ADHD.
Included in the coverage:
· Definition, diagnosis, and epidemiology of Attention Deficit and Hyperactivity Disorder.
· Historical and recent research on ADHD.
· Attentional functions, executive dysfunctions, and stress, implications for ADHD.
· Neural dissolution, dissociation, and stress in ADHD.
· Attention, brain-mind integration and ADHD.
· Implications for education and therapy of ADHD children.
ADHD, Stress, and Development ably synthesizes past and current understanding into a robust framework with implications for real-world practice. It offers practitioners and researchers new perspectives and future directions in neuropsychology, psychiatry, child and school psychology, and pediatrics.
Authors and Affiliations
About the authors
Jana Konicarova is a child psychologist at Charles University in Prague (Czech Republic) and Stroder Therapy Center in Cham (Germany). Her main interest in psychotherapy and research is focused on child psychology and specific developmental stages related to ontogenesis of cognitive and motor functions. In this context she is mainly interested in development of primitive reflexes in Attention Deficit and Hyperactivity Disorder.
Petr Bob is a psychologist and neuroscientist at Center for Neuropsychiatric Research of Traumatic Stress, First Faculty of Medicine of Charles University in Prague, Czech Republic. His main research interest includes influences of stress and dissociation in relation to various psychopathological and psychophysiological mechanisms, and using nonlinear and complexity analysis of electrophysiological signals.
Bibliographic Information
Book Title: ADHD, Stress, and Development
Authors: Petr Bob, Jana Konicarova
Series Title: SpringerBriefs in Psychology
DOI: https://doi.org/10.1007/978-3-319-96494-2
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: The Author(s), under exclusive licence to Springer International Publishing AG, part of Springer Nature 2018
Softcover ISBN: 978-3-319-96492-8Published: 06 September 2018
eBook ISBN: 978-3-319-96494-2Published: 25 August 2018
Series ISSN: 2192-8363
Series E-ISSN: 2192-8371
Edition Number: 1
Number of Pages: XI, 59
Number of Illustrations: 6 b/w illustrations
Topics: Neuropsychology, Psychiatry, Child and School Psychology, Pediatrics