Family and hyperactivity living together!: attachment and education styles

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent disorder diagnosed in childhood, in fact, its worldwide prevalence is estimated among %6.7 and %7.8. Based on the current two international classification systems for diagnosing ADHD (DSM-5; APA, 2014 and CIE-11; OMS, 2018), it is considered to have a neurobiological basis and that other factors such as family and other social agents may have an impact on this disorder. The purpose of this study is threefold. On the one hand, we will make an approach to the conceptualization, symptomatology and evaluation sistems of ADHD, through a literature review. On the other hand, we will analyze the role of the family in this disorder, taking into account the parenting styles, as well as the effect that diverse emotional attachments can have in the diagnosis. Lastly, moving from a theoretical part to a more practical one, some proposals for action will be presented with the aim of helping children with ADHD and their families in the emotional, cognitive, behavioral and social areas.