Many children with attention and behavioral difficulties wait a long time for help, even though they could often receive appropriate support sooner. In her inaugural lecture, Marjolein Luman, Professor of Clinical Neuropsychology, argues that children should not be made to wait unnecessarily long for a diagnostic process, but should instead be offered appropriate help through their school, neighborhood teams, their family doctor’s office, or through a self-help program.
The development and implementation of easily accessible interventions are central to the PAINT consortium (Psychosocial ADHD and Behavioral Problems Interventions), in which Luman serves as one of the principal investigators.
Effective help begins with adjustments to the child’s environment
Concentration problems, impulsivity, and restless, defiant, or aggressive behavior can hinder children at school, at home, and in their interactions with peers. Parents and teachers often feel at a loss and seek guidance on how to handle these issues. A diagnostic process within mental health care (GGZ) does not necessarily have to be the first step.
“Our guidelines recommend starting with support for parents and teachers. They can learn how to better tailor the environment to the child, for example, through clear agreements, predictable routines, and positive feedback. This approach can reduce behavioral problems and improve the relationship between children and their environment. Yet interventions are still often used whose effectiveness has not been proven,” says Luman.
Research into what truly helps children
Within the PAINT consortium, Luman is investigating whether interventions work, which techniques are effective, and for which children and families. She is also examining how effective support can be made available sooner. In particular, she is looking at the role of short-term interventions and self-help for parents and teachers.
In addition, Luman notes, it is important to disseminate more knowledge about the causes and progression of behavior. For example, the cause is often attributed to the child alone, while the environment plays an essential role. A diagnosis, such as ADHD or a behavioral disorder, can provide recognition and guide support, but a diagnosis is primarily a description of behavior. Moreover, prejudices and stigma surrounding diagnoses can harm children’s self-image. Greater knowledge about behavior and the influence of the environment can help parents, teachers, and care providers better understand and address problems, thereby reducing the mismatch between the child and their environment.
Toward Accessible and Appropriate Youth Care
Providing timely help to children is of great importance, because if children wait for help, problems can worsen. Schools, neighborhood teams, and primary care physicians play a key role in implementing low-threshold interventions, such as short-term or self-help programs, while ensuring that youth mental health services remain available for children who need more intensive treatment. Luman says: “To achieve this, close collaboration is needed between researchers, educators, care providers, and municipalities.”
The goal of Luman’s research is to ensure that children receive appropriate care, that parents and professionals feel better equipped, and that fewer children have to wait unnecessarily long for support. In this way, the research can contribute to better developmental opportunities, less stigma, and a more accessible youth care system.