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.
