To understand a genius you have to get to know them…
because some children work differently,
and it’s essential to study the causes in depth to find out how their huge little brains function.
If a child has problems at school, this is a source of stress for the family environment, who no doubt want the best for their offspring. The usual beginning is bad grades, and faced with this, the parents don’t know what to do with their children.
We have the idea that a good academic average is a ticket to university and to a good future, so if our child has problems, it’s normal for us to worry.
We then start talking about “academic failure”, a concept that gives us the idea of a loser, of frustration, and may contribute both to undermining the self-esteem of those who don’t qualify and to generating social stigma.
If problems are detected in the child at school or at home, these can be studied and the necessary steps taken to overcome them; paying more attention to the child, special classes, adapting academic goals, etc… But the question the parents ask themselves is:
If you ask the students, they usually say that they simply find it difficult to get some of the tasks required of them right. Whereas, if you ask the people in charge of them, they say that they’re absent-minded, lazy, fickle; children who don’t pay attention to what they’re doing. However, a child is the most curious, inquisitive being in existence, capable of anything to gather information and explanations about everything around it. It is only when it is unhealthy or has biological problems that this powerful, overwhelmingly curious activity is “switched off”.
The case is usually of a child who finds difficulty in reading comprehension, in the interpretation of language, who sometimes alters the order of letters, who finds it difficult to grasp oral language, lacks concentration, is impulsive, whose level of attention is neither constant nor sufficient, who does not relate to occurrences in real time, who shows signs of immaturity in understanding situations in the surroundings, who finds it difficult to maintain a proper posture, who is disorderly…
It is essential to be aware of the development of the nervous system and its different stages in order to understand the deficiencies that may arise due to an atypical development of the brain, or due to damage caused to the same at an early age. Depending on the time when these anomalies or lesions occur (during pregnancy, in the perinatal period or during early childhood), their repercussions will vary.
With appropriate intervention, it is possible to alleviate to a greater or lesser extent, and in some cases even to eliminate, the negative consequences or symptoms caused by the disorder in question.
Issues related to brain maturation, which are not static but evolve, commencing in infancy and being expressed differently at different stages of growth, may be classified in two main groups:
Well-defined disorders that are clearly genetically linked, such as cases of Fragile X Syndrome, Williams Syndrome, Angelman Syndrome, Prader-Willi Syndrome, etc.
Behavioral and/or learning disorders
These do not have a well-defined cause, although it is known that they depend on genetic susceptibility. Their prevalence is extremely high. In total, they are present in 10% to 20% of the child population. Among the best known are the attention-deficit disorder with or without hyperactivity (ADHD), autistic spectrum disorders (ASD), dyslexia, language disorders, etc.
The symptoms usually appear between 6 and 9 years of age, consisting of difficulties in maintaining attention at school or in leisure time; consequently, they have difficulty in completing any task. An excess of motor activity is reflected in children who run and jump around excessively, who fidget when sitting down and have a reduced capacity of self-control (are impulsive), which gives rise to unsuitable behavior (disobedience, reduced awareness of danger, etc.)
The main signs of each of these symptoms are:
Children with ADHD are emotionally more unstable, anxious and insecure. Delay in its detection may trigger academic problems and problems of social interaction, also within the family environment.
- Lack of attention to details and the committing of errors due to carelessness.
- Difficulty in maintaining the attention on tasks or games.
- The child becomes easily distracted by irrelevant stimuli.
- He/she does not appear to be listening when spoken to directly.
- He/she does not follow instructions or complete tasks.
- He/she has difficulty in the organization of tasks and activities.
- He/she avoids tasks that require constant mental effort as much as possible.
- He/she is careless in everyday activities.
- The child fidgets in his/her seat and moves hands and feet excessively.
- He/she stands up at times when he/she should remain seated.
- Excessive energy.
- He/she runs or jumps around excessively at inappropriate times (in adults, a sensation of restlessness).
- Difficulty in playing or focusing calmly on leisure activities.
- He/she talks excessively.
- The child rushes to answer before the question has ended.
- He/she has difficulty in waiting for his/her turn.
- He/she interrupts or interferes with the activities of others.
The EuroEspes Medical Center has launched “Each Child a Genius”, a specific program designed to aid teachers and parents in the early identification of school performance deficit, its prevention in groups at risk, and a therapeutic plan to optimize the progress of children of school age.
This plan is open to teenagers and young people with learning difficulties, attention deficiency or with psychological or neurological complications that affect their academic performance in secondary and higher education.
Identification and early diagnosis
Etiopathogenic and symptomatic treatment
Psychopedagogical and cognitive intervention
Enhancement of intellectual development
Clinical and welfare supervision
Advancement of personal autonomy
Guidance for teachers and parents
Organization and execution of individualized programs