Naar passende onders teuning voor kinderen met aandachts- en gedragsmoeilijkheden
Many children need support for attention and behavioral difficulti es, and waiting lists for youth mental health services are long. In h er inaugural lecture, Marjolein Luman, professor of Clinical Neuropsy chology, argues that many children can receive help sooner, without f irst having to wait for a diagnostic process in mental health care. D iagnoses can be helpful, but there are also drawbacks, such as stigma .
Treatment guidelines recommend parent or teacher training as a first step, during which techniques are taught to better tailor the child’s environment to their needs. However, these effective treat ments are still not being used enough, and children often receive hel p that we do not know whether it works. To address this, knowledge mu st be disseminated about the triggers of behavior, including factors at home and at school. In addition, effective interventions must be a ctively implemented. This will contribute to more appropriate support : first providing assistance through the school or neighborhood team, and only initiating a diagnostic process within mental health servic es when this proves insufficient.
DESCRIPTION: Naar passende ondersteuning voor kinderen met aandachts- en gedragsmoeilijkheden Many children need support for attention and behavioral difficulties, and waiting lists for youth mental health se rvices are long. In her inaugural lecture, Marjolein Luman, professor of Clinical Neuropsychology, argues that many children can receive h elp sooner, without first having to wait for a diagnostic process in mental health care. Diagnoses can be helpful, but there are also draw backs, such as stigma.Treatment guidelines recommend parent or teache r training as a first step, during which techniques are taught to bet ter tailor the child’s environment to their needs. However, these e ffective treatments are still not being used enough, and children oft en receive help that we do not know whether it works. To address this , knowledge must be disseminated about the triggers of behavior, incl uding factors at home and at school. In addition, effective intervent ions must be actively implemented. This will contribute to more appro priate support: first providing assistance through the school or neig hborhood team, and only initiating a diagnostic process within mental health services when this proves insufficient. END:VEVENT END:VCALENDAR