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El TDAH tiene dos especificaciones básicas que no deben olvidarse:

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- Que las alteraciones se den en dos o más ambientes.

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- Deterioro clínicamente significativo de la actividad social, académica o laboral.

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Una escuela idealmente aceptada y con los recursos educativos adecuados puede, teóricamente, disminuir la prevalencia del TDAH al favorecer la desaparición de uno de los requisitos para su diagnóstico.

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Evidencias de que la colaboración entre la escuela y el CS, espacios comunes. Repercute favorablemente en su educación y SM futuras.

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Pueden tener dificultades educativas que pueden interferir como éste. La definición del trastorno obliga a que existan dificultades escolares: problemas de conducta, dificultades en la relación, desaprobación del grupo y baja autoestima. Mayor riesgo de fracaso escolar, retrasos del aprendizaje y rechazo de sus compañeros.

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Presentan:

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- Alteraciones específicas del aprendizaje en lectura, escritura, matemáticas y coordinación motora.

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Revisar la preocupaciones escolares con el paciente, los familiares y profesores. SIGNOS DE ALERTA: rechazo/apatía ante la escuela, evitación o fracaso en áreas específicas, conducta disruptiva o negativa en algunas clases, hª de dificultad en algunas materias.

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Ante la detección de dificultades en el rendimiento escolar, es preciso realizar una valoración cognitiva-psicoeducativa de forma individualizada.

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En cuanto a la deteción, los síntomas que producen alteraciones sociales o educacionales son percibidos inicialmente por los padres o los maestros.

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Los profesores disponen de una perspectiva inmejorable para sospechar el TDAH y con una adecuada formación y coordinación con los servicios de apoyo pedagógicos y de salud, facilitan la detección y el tto precoces tal y como se ha descrito en el metaanálisis.

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En este artículo se describe un caso de estudio, se examinan las terapias comunes para el TDAH, y se presentan métodos específicos que una enfermera escolar puedellevar a cabo  para hacer frente a los síntomas del TDAH. El uso de un modelo conceptual proporciona el marco para interpretar los datos y las terapias de enfermería propuestas.

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No está el texto completo

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PROPÓSITO:

Esta investigación tuvo como objetivo describir la autopercepción de los niños hiperactivos en comparación con la población general de niños de la misma edad.

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DISEÑO:

Realizó un estudio descriptivo con 116 niños (entre 6 y 11 años de edad) distribuidos de la siguiente manera: hiperactivo 57 (20 niñas y 37 niños) y 59 del grupo de control (25 niños y niñas 34). Los niños hiperactivos eran atendidos en la consulta externa de un hospital de psiquiatría infantil. Los niños del grupo de control fueron reclutados de una escuela de la ciudad de Quebec primaria.

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MÉTODOS:

Los niños de ambos grupos participaron en una entrevista durante la cual respondieron sobre sul perfil de autopercepción

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ANÁLISIS DE DATOS:

Se usó el análisis univariado  para describir las características sociodemográficas de los niños del grupo de hiperactivos y del grupo control. Los grupos se compararon mediante la t de student y las pruebas de chi-cuadrado. Se usó estadística univariada para describir las características de auto-percepción de cada grupol y para cada una de las dimensiones. El análisis multivariado se utilizó para comparar la auto-percepción en los niños hiperactivos yen el  grupo control.

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RESULTADOS:

Todas las dimensiones de la auto-percepción fueron menores en los niños hiperactivos que en ell grupo control, salvo la competencia atlética, que fue superior. El análisis multivariado indicó que las dimensiones de la competencia escolar, la aceptación social, y la conducta de comportamiento eran áreas problemáticas para los niños hiperactivos.

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IMPLICACIONES CLÍNICAS:
Se deben desarrollar intervenciones de enfermería para el cuidado de los niños con trastorno por déficit de atención con hiperactividad (TDAH) ya que ayudan a los niños a aumentar su auto-percepción. Este es un primer paso para desarrollar un plan integral de atención .

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SE PUEDE CONSEGUIR TEXTO COMPLETO.

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El TDAH es un trastorno infantil crónico caracterizado por la falta de atención, distracción, impulsividad e inquietud. Los síntomas del TDAH pueden afectar a la capacidad del niño para funcionar en el hogar, en la escuela y en la comunidad. Cuando el TDAH no se trata, el niño tiene mayor riesgo de  fracaso escolar, abuso de sustancias y otros problemas psiquiátricos. Las nuevas guías de práctica clínica de la Academia Americana de Pediatría especifican diagnóstico y el tratamiento de TDAH en la infancia, incluyendo intervenciones psicosociales, psicofarmacología, modificaciones educativas, capacitación laboral y apoyo social.

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SE PUEDE CONSEGUIR EL TEXTO COMPLETO

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PROBLEMA:

¿Cómo experimentan los adolescentes con déficit de atención con hiperactividad (TDAH), cómo son esas experiencias y cómo manejarlas?

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RESULTADOS:

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El principal hallazgo es que el concepto que el adolescente tiene de sí mismo está distorsionado. también se evidencian las dificultades que tienen ellos en desarrollo y sus padres en la crianza

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CONCLUSIONES:

La atención sanitaria es importante para estabilizar el concepto que tienen de sí mismos. La psicoterapia puede ser muy válida.

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No está el artículo completo, pero tampoco es gran cosa el resumen...

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El TDAH es un trastorno complejo que afecta a todos los ámbitos de la vida del paciente. Hay muchos mitos sobre el trastorno, que tienen que ser determinados para permitir un diagnóstico y tratamiento adecuados.

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Las enfermeras en los centros sanitarios deben de entender la base del TDAH, analizar los síntomas, y aplicar la planificación integral del tratamiento. Las enfermeras juegan un papel clave en el proceso de obtención de datos,  planificación del tratamiento, y trabajar con el paciente en los sistemas de la comunidad y la escuela. La educación sanitaria es un componente importante del plan de tratamiento integral, y las enfermeras ocupan una posición determinante para ofrecer una serie de intervenciones que faciliten el funcionamiento óptimo y la calidad de vida.

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No está el artículo completo.

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Evalúa la eficacia del Frame Model of Preadolescent Empowerment como medio para mejorar la autopercepción de adolescentes diagnosticados de TDAH.

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Los resultados indican que aumenta significativamente la autopercepción.

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AUNQUE NO TE DEJA ACCEDER AHORA, ES DEL WALTERS KLUWER ASIQUE CUANDO TENGA CLAVES LO DESCARGO.

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