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DARIUS STORY

Mihaela Rusu
Language: English
Country: Romania
Typology: health care professionals
Text:
I met Darius in the winter of 2012, when he was four years . As now, he was a frail child, skinny but with strong voice , rich and expressive language and very active. Very soon I realized that his cognitive abilities are far above the average child of his age , he has especially an excellent memory , he is a very good storyteller, he likes to learn new things. But at the same time I noticed a low motility, emotional instability (passes quickly from one state to another ), great attention deficit , hyperactivity . I often had great difficulty in doing my classes due to his behavior : he asked me dozens of questions, he answered before all , he had the patience to complete the tasks, but he could not integrate in the group games, he related poorly and often with anger ( generated by the inability to achieve a task , eg building cubes individually or collectively ) and would hurt other children . Unfortunately I explained Darius’ situation to his parents repeatedlu , I explained the need to consult a specialist as soon as possible but with no results . At first, parents refused to believe that Darius may have a deficiency and despite my insistence throughout the school year delayed the visit to a specialist. In this time but I tried to become close to the child and give him a chance to integrate into the group of children , by all means possible. In this regard , we guided and supported him especially in developing artistic activities ( drawing, painting , art & craft ) requiring more patience , skills. At the beginning Darius refused to work , but I encouraged him since the first rounds ( which for him were flowers ) , from the first color spots or incomprehensible lines until he finally took courage and began to like to do so . But my little achievements, moments when Darius seemed to offer feedback were not enough , as long as nobody worked with him at home. Such setbacks were quite frequent and the child's situation was getting worse . At the end of the school year I presented to Darius’ parents his psycho-pedagogical sheet and also talked about the situation of their son, about what a child with ADHD means and that it would be good to consider my opinion and my observations because the child really needed help. Luckily this time the parents have acted in the interest of Darius and in the beginning of the school year 2012-2013 went with him to a psychologist . The diagnosis noticed by me and by the parents was subsequently confirmed medically. Since that time we have tried to maintain a strong connection between family , child psychologist and kindergarten , by providing information about its evolution , supporting the recommendations of the psychologist . Darius is currently undergoing homeopathic treatment and therapy program . Bimonthly I establish counselling meetings and advice and information sessions on child activity with Darius’ parents . His condition improved and with some exceptions I can say that he is stable under treatment and permanent observation. Of course there will be small setbacks , the disease cannot be treated completely , but communication , developing skills , creativity , facilitate the integration of the child in group, in society. Conclusions: Personally, I am convinced that the story of Darius would have been different if, in the light of narrative medicine, I would not have been willing to listen, to see , to feel , to give an opening to parents so they build that bridge of communication based on personal knowledge , that would have to be from the beginning the foundation of personal and educational needs of the child.


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