Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
:
Login
Tip: To use Pocket to save bookmarks to PEP-Web articles…

PEP-Web Tip of the Day

Pocket (formerly “Read-it-later”) is an excellent third-party plugin to browsers for saving bookmarks to PEP-Web pages, and categorizing them with tags.

To save a bookmark to a PEP-Web Article:

  • Use the plugin to “Save to Pocket”
  • The article referential information is stored in Pocket, but not the content. Basically, it is a Bookmark only system.
  • You can add tags to categorize the bookmark to the article or book section.

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Jones, B. (2011). The Reality-Sampling Deficit and ADHD: Indication for an Active Technique. J. Infant Child Adolesc. Psychother., 10(1):73-86.

(2011). Journal of Infant, Child & Adolescent Psychotherapy, 10(1):73-86

The Reality-Sampling Deficit and ADHD: Indication for an Active Technique

Barry Jones, MRCPsych

Attention-deficit hyperactivity disorder (ADHD) is a common condition and one that the current evidence base highlights as not being best served by the prescription of medication alone (Jensen et al., 2007). The demand facing clinicians is twofold. For the psychiatrist, there is a need to be open to and accommodating of an analytic perspective of ADHD, as one extending understanding of the condition beyond the neurological. For the analyst, I suggest there is a requirement to be open to altering the analytic frame. It is this latter demand that I shall aim to help answer in this article, by highlighting the existence of a reality-sampling deficit in patients with ADHD. Using clinical examples, I shall examine how the concept of a reality-sampling deficit may aid our understanding of the ADHD child's internal experience and their relationship to external reality. In turn, this will lead us toward some adaptations of analytic technique, with an emphasis more upon process than content and links to mentalization-based therapy. I will discuss some relevant aspects of psychoanalytic theory as well as the current evidence base (biological, psychological, and psychodynamic) to form a platform from which we might better help the child with ADHD.

[This is a summary excerpt from the full text of the journal article. The full text of the document is available to journal subscribers on the publisher's website here.]

Copyright © 2021, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.