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008			180825s2018 gw | o |||| 0|eng d
020			_a9783319964942
024	7		_a10.1007/978-3-319-96494-2 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aRJ506.H9 _b2018 EB
100			_aBob, Petr _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _0http://id.loc.gov/authorities/names/n2008183196 _1http://viaf.org/viaf/61027444 _986878
245	1	0	_aADHD, Stress, and Development _cby Petr Bob, Jana Konicarova.
250			_aFirst edition 2018
264		1	_aCham _bSpringer International Publishing _c2018
300			_a1 recurso en línea (XI, 59 páginas) _b6 ilustraciones
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_atext file _bPDF
490	0		_aSpringerBriefs in Psychology _x2192-8363
490	0		_aBehavioral Science and Psychology (Springer-41168)
505	0		_aDefinition, Diagnosis and Epidemiology of Attention Deficit and Hyperactivity Disorder.-Historical and Recent Research on ADHD -- Attentional functions, Executive Dysfunctions and Stress, Implications for ADHD -- Neural Dissolution, Dissociation and Stress in ADHD -- Attention, Brain-Mind Integration and ADHD -- Implications for Education and Therapy of ADHD Children.
520			_aThis first-of-its-kind volume revisits current findings on ADHD in terms of classic thinking on developmental neuropsychology for a more rounded concept of brain disorganization. Insights from Freud, Janet, John Hughlings Jackson, and other pioneers help identify mechanisms (e.g., the primitive reflexes) that can cause children with ADHD to be prone to cognitive dissociation when exposed to stressful environments. The authors' model of the developing distracted brain pinpoints effects of stress on cognitive and affective functions, most notably attention and memory, and suggests situations in which stimuli may facilitate integration between brain and mind. This expanded knowledge opens out new educational possibilities for vulnerable students as well as new opportunities for therapeutic breakthroughs for children with ADHD. Included in the coverage: · Definition, diagnosis, and epidemiology of Attention Deficit and Hyperactivity Disorder. · Historical and recent research on ADHD. · Attentional functions, executive dysfunctions, and stress, implications for ADHD. · Neural dissolution, dissociation, and stress in ADHD. · Attention, brain-mind integration and ADHD. · Implications for education and therapy of ADHD children. ADHD, Stress, and Development ably synthesizes past and current understanding into a robust framework with implications for real-world practice. It offers practitioners and researchers new perspectives and future directions in neuropsychology, psychiatry, child and school psychology, and pediatrics.
988			_aSpringer_Psychology_2018
650		7	_2embne _9157068 _aTrastornos por déficit de atención con hiperactividad
650		7	_2embne _9147721 _aNeuropsicología pediátrica
700	1		_aKonicarova, Jana _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _1http://viaf.org/viaf/12157581725733782821 _9673919
710	2		_aSpringerLink (Online service) _0http://id.loc.gov/authorities/names/no2005046756 _1http://viaf.org/viaf/148105729
776	0	8	_iPrinted edition: _z9783319964928
776	0	8	_iPrinted edition: _z9783319964935
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-96494-2 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b05/2020 _dz _eIG _zSI