Abstract
Recent findings summarized in previous chapters indicate that not just brain influences mind but also mind may influence its brain, in the negative way because of stress and in the positive way, when brain is influenced by positive stimuli that improve brain and mental integrity (Baars 2002; Kanwisher 2001; Varela et al. 2001; Bob 2011). Everything that helps to reach self-understanding, self-confidence and confidence to others, may profoundly influence brain functions and also brain morphology as we can see for example from the mindfulness studies that may be successfully applied for ADHD therapy (Ives-Deliperi et al. 2011; Modesto-Lowe et al. 2015; Cairncross and Miller 2016). These findings have serious implications that most important conditions for education, learning and teaching ADHD children is non-stressful environment that will support spontaneous creative processes. As various experiences with ADHD children in schools show this creative process needs to involve also significant sensory stimuli and physical activities and facilitate spontaneous attention and interest (Schneider and Crombie 2003; Millichap 2011; Pham and Riviere 2015; Radesky et al. 2017) (Fig. 6.1).
A portions of ideas included in this chapter were previously published in the journal article: Konicarova, J. (2014). Psychological principles of learning language in children with ADHD and dyslexia. Activitas Nervosa Superior, 56, 62–68.
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Bob, P., Konicarova, J. (2018). Implications for Education and Therapy of ADHD Children. In: ADHD, Stress, and Development. SpringerBriefs in Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-96494-2_6
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