Metaphoric Technology-Based Scenarios for the Experiential Diagnosis of Children with Attention Deficit Hyperactivity Disorder
Journal Title: Journal of Experiential Psychotherapy - Year 2014, Vol 17, Issue 2
Abstract
Introduction: Children diagnosed with attention deficit hyperactivity disorder (ADHD) present a significantly higher risk for numerous emotional and social problems than those without ADHD, including poor self-image, depression, and interpersonal difficulties, which lead to academic and social underachievement. Objectives: Since these children are included in the general education classroom, the teachers need to understand their emotional difficulties better, in order to collaborate efficiently with the psychotherapist and to adapt their teaching strategies for an effective instruction of these children. Methods: The paper describes the development of two experiential technology-based metaphoric scenarios aimed to help teachers and psychotherapists in the diagnosis of self-image improvement in experiential psychotherapy of children diagnosed with ADHD. Results: There is a correlation between the way a child assesses himself and relates to himself, and how he evaluates and behaves in relation to his peers. This means that the improvement of self-image can be a primary goal in the psychotherapy of disruptive behavior disorders. Conclusions: The construction, validation and implementation of these scenarios in school settings is part of a larger research project that proposes a combined research strategy regarding the efficiency of expressive experiential psychotherapy in treating disruptive and emotional disorders in children.
Authors and Affiliations
Geanina Cucu-Ciuhan
Keywords
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