Influence Of Parental Care Patterns In Reducing ADHD Risks In Children

Illustration of the influence of parental parenting patterns on the risk of ADHD (Freepic) children

YOGYAKARTA ADHD or attention deficit hyperactivity disorder, is a lack of attention and complex hyperactivity disorder. Many factors affect its development in children. Apart from genetics, gene-environment interactions also affect. According to child development psychologist Heather Henderson, Ph.D., there is not a single style of parenting pattern that can control ADHD. But he puts forward about the idea of a frame structure, such as when building a house.

Homes can become strong when the skeleton structure is created appropriately. In the same way, parenting patterns provide assistance, guidance, structure when children learn new skills. That way, children are more confident, can manage themselves, and manage their own behavior. So without a strong structure, children can risk their attention being less and being hyperactive.

Before exploring how parenting patterns build children's skills in managing their own behavior, it is important to recognize how factors affect a child's temperament. Temperadices refer to the inherent traits that contribute to the personality. It is also related to the emotional style of children and how they adapt to various situations and the environment. Launching Parents, Friday, November 1, the American Academy of Pediatrics describes the nine main characteristics that shape a child's temperament, among others:

Through the nine characteristics above, children are generally categorized as having three types of temperament. First, a relaxed, active, and positive temperament that describes children who easily adapt to new situations with little anxiety. Second, a slow temperament and a warm attitude. They are quieter, observant, and calmer. It may take longer to adapt to new situations, but once they can get closer and more comfortable they can accept. Third, a challenging temperament, they are very active and sometimes explosive or intense. They may find it difficult to adapt to the new situation.

For symptoms of ADHD, there are three types. First, ADHD whose attention is easily distracted, forgetful, difficult to pay attention to, regulate, difficult to follow instructions and conversations. Second, hyperactive-impulsive ADHD, they talk too much, are nervous, and impulsive. Third, ADHD combines with less paying for and hyperactive symptoms.

Research shows there may be a correlation between children's temperament and ADHD, especially in children whose attention is lacking and shows high levels of activity with intense emotional reactions.

Research published in Research in Child and Adolescent Psychopathology, conducted for nearly 20 years which examines the relationship between child temperament, parenting style, and ADHD. Researchers start from assessing the temperament of a 4-month-old baby, focusing on their response to new things. The aim of this study is to observe the results of children's development with passionate profiles by looking at the behavior reported by parents, the interaction of the elderly, and the symptoms of children's (non-diagnostic) ADHD until they reach the age of 15.

This study found that children who have a temperament of energy, challenging, and showing symptoms of ADHD will be milder from time to time if parents use a directive parenting.

"[Portage pattern] is directively correlated with parents who really support and provide physical and verbal gestures to help guide them. Directive means helping children when they need help and parents have sensitive attitude when their children are out of control", Henderson said.

As explained at the beginning of the explanation, that parenting patterns are related to the risk of ADHD and children's temperament. So providing assistance, guidance, and a large structure of shaping children's behavior helps children to recognize how to manage themselves and manage behavior. Parents also need to measure how important it is to signal both physically and verbally to remind the importance of restraint, thinking, and thinking and thinking and taking a moment to plan what children will do.