深美心动一课——家长课堂圆满开场：用爱灌溉ADHD孩子成长|SAIS PTA Parent Class

用爱灌溉ADHD孩子成长

Nourishing the children with ADHD with love

当上天带给你一个“特殊”的宝宝，作为家长你要如何科学养育？

深美国际学校家长课堂，一起来讨论。

When God brings you a “special” baby, how do you raise it rationally and well as parents?

Let’s discuss the topic together in the SAIS Parents Class.

ADHD （Attention-defect and Hyperactivity disorder）学名：注意力缺陷与多动障碍，是一种神经发育障碍，患儿难以集中注意力超过10分钟，坐立不安不能等待指令，难以遵守规则，做事冲动不计后果。种种特征令多动症儿童在学校里屡受惩罚。在中国，大约20个孩子中就有一个是ADHD儿童，近年来被确诊出ADHD症状的儿童也逐年增多。

有关ADHD病症的诊断，国际上通常采用儿童行为问卷、父母教师问卷、教师诊断等量表，标准化评估和访谈法。关于ADHD的发病原因，还有科学家认为和家族遗传、早期家庭教养环境和重大创伤事件等有关。ADHD起病于儿童期，多数儿童在9岁以前就有明显的症状表现，可以被诊断出来。研究显示，10%-60%的ADHD儿童会延续病症到成人期，甚至有人会终生延续病症，随着生命的发展，症状会有变化，儿童时期的ADHD如果得不到及时有效的干预，在青春期容易与抑郁症共病。

ADHD孩子养育的3大误区：

拒绝专业诊断：中国的父母往往不敢给孩子用药，对于ADHD孩子的养育而言，基础用药帮助他们有效调控大脑，这是对抗行为和情绪冲动的基础。

放弃职业规划：父母习惯于将孩子保护起来，ADHD孩子有特殊的潜能和长处，如果扬长避短，孩子仍然能实现自己的社会价值。历史上许多ADHD患者都取得伟大成就，包括我们熟知的爱因斯坦和莫扎特。

过度惩罚：特殊症状的孩子对亲密关系依赖性强，需要完善的支持系统帮助他们成长，变相的体罚和情感惩罚都是禁止的。

目前对于ADHD的常用治疗思路是系统整合治疗，用药、行为治疗、教育和长久的家庭系统治疗结合起来，观察孩子的症状表现和发展变化，来调整最适配孩子情况的治疗方法。对于ADHD孩子和家庭来说，这也是一生的功课与修炼。

一个孩子的健康成长需要完善的支持系统，谈起这个话题，家长们畅所欲言，

Yisha妈妈：“家庭肯定是第一位的，但是孩子如果在一个不适合的学校，那给孩子的摧残才真的是大。”

听完Yisha妈妈分享自己的育儿经历和亲身体验，一个老人家摘下了口罩，作为孩子的外婆，她讲出了自己培养外孙和外孙女的多年故事，大家为老人家的付出深深感动。

Allie妈妈：“其实养育一个孩子，最重要是有爱心，设身处地着想。我觉得我跟女儿的关系就像是朋友一样，就很好。”

Michael妈妈跟大家讨论了自家儿子的成长烦恼、育儿经验和学业规划。

Peter妈妈还贴心地带来了一套读写障碍儿童的育儿手册，发送给各位妈妈。

大卫博士耐心地解答了妈妈们的疑问，分享了国际教育和公立教育体制的区别，以及不同的教育环境分别适宜哪些孩子。

家长课堂预定的时间结束，妈妈们还久久不愿散去，热烈的讨论和温暖的分享让大家都获益匪浅。

期待更多有需要的家长加入到我们每周三下午3:30-4:30的家长课堂中，期待我们畅所欲言、共建一个家校共育的良好社群！

ADHD （Attention-Defect and Hyperactivity Disorder），is a neurondevelopmental disorder. Children with ADHD have difficulty in concentrating for more than 10min, unable to wait for instructions or obey rules, and act implusively regardless of consequences. So, children with ADHD are often punished in school for various reasons. In China, about 1 in 20 children is an ADHD child, and the number of children diagnosed with ADHD symptoms has also increased year by yeasr recently.

About the diagnosis of ADHD symptoms, we adopt methods includes children’s behavior questionnaire, parent-teacher questionnaire, teacher diagnosis and other scales, standardized assessment and interview. Regarding the pathogenesis of ADHD, scientists believe that it is related to family inheritance, early family upbringing environment and major traumatic events. ADHD starts in childhood, and most children have obvious symptoms before the age of 9 and can be diagnosed. Studies have shown that 10%-60% of ADHD children will continue their symptoms to adulthood, some people even continue their symptoms throughout their lives. With the development of life, symptoms will change. If ADHD in childhood cannot be intervened in time, adolescence is prone to comorbidity with depression.

3 Big Misconceptions About Parenting ADHD Children:

-Refusal of professional diagnosis: Chinese parents are often afraid to give their children medication. For the upbringing of children with ADHD, basic medication helps them effectively regulate the brain, which is the basis for fighting behavior and emotional impulses.

-Give up career planning: Parents are used to protecting their children. Children with ADHD have special potential and strengths. If they maximize their strengths and avoid weaknesses, children can still realize their social value. Many people with ADHD have made great achievements in history, including the well-known Einstein and Mozart.

-Excessive punishment: Children with special symptoms are highly dependent on intimacy and need a comprehensive support system to help them grow. Disguised corporal punishment and emotional punishment are prohibited.

At present, the commonly used treatment idea for ADHD is systematic integrated treatment, combining medication, behavioral therapy, education and long-term family systemic treatment, observing the child's symptoms and development changes, and adjusting the treatment method that best suits the child's situation. For ADHD children and families, this is also a lifetime mission.

A child's healthy growth requires a complete support system. When talking about this topic, parents speak with freedom,

Yisha's mother: "Family must come first, but if the child is in an unsuitable school, the damage to the child is really great."

After listening to Yisha's mother share her child-rearing experience and personal experience, an old woman took off her mask. As the child's grandmother, she told the story of how she raised her grandson and granddaughter for many years. Everyone was deeply moved by the dedication of the old man.

Allie's mother: "In fact, the most important thing to raise a child is to be caring and put yourself in the shoes of others. I think my relationship with my daughter is like friendship, which is very good."

Michael's mother discussed her son's growing pains, parenting experience and academic planning with us.

Peter's mother also thoughtfully brought a set of parenting manuals for children with dyslexia and sent them to all mothers.

Dr. David patiently answered the mothers' questions, shared the differences between international education and public education systems, and which children are suitable for different educational environments.

The scheduled time for the parent class ended, and the mothers were still reluctant to leave for a long time. Everyone benefited a lot from the heated discussions and warm sharing.

We look forward to more parents in need to join our parent class every Wednesday afternoon from 3:30 to 4:30, and we also look forward to communicating with freedom and building a good community of parent-school co-education!