TDAH et hygiène de vie: au delà de la pharmacothérapie

Transcription

1 TDAH et hygiène de vie: au delà de la pharmacothérapie TDAH: Liste des symptômes selon le DSM5 1

2 Le déficit en activité physique? Le manque de sommeil? 2

3 Des repas sautés, une pauvre alimentation? La perte de repères, perte de sens... 3

4 Parfois, être inattentif, c'est normal, non? Un trouble mental est un syndrome caractérisé par une perturbation cliniquement significative de la cognition d un individu, de sa régulation émotionnelle ou de son comportement, et qui reflète l existence d un dysfonctionnement dans les processus psychologiques, biologiques ou développementaux sous-tendant le fonctionnement mental. Les troubles mentaux sont le plus souvent associés à une détresse ou une altération importantes des activités sociales, professionnelles ou des autres domaines importants du fonctionnement. Les réponses attendues ou culturellement approuvées à un facteur de stress commun ou à une perte, comme la mort d un proche, ne constituent pas des troubles mentaux. Les comportements déviants sur le plan social (p. ex. sur les plans politique, religieux ou sexuel) ainsi que les conflits qui concernent avant tout le rapport entre l individu et la société ne constituent pas des troubles mentaux, à moins que ces déviances ou ces conflits résultent d un dysfonctionnement individuel, tel que décrit plus haut. Marsha W. Snyder, MD. Medical Director for the Center for Physician Success and Wellbeing in Bethlehem Dr. Snyder has a doctor of medicine degree Masters degree in applied positive psychology from the University of Pennsylvania. Board-certified in Psychiatry as well as being a certified coach. Fellow of the American Psychiatric Association. Was the Chairman of the department of Psychiatry for the St. Luke's Health Network in Lehigh Valley, PA., from 1990 through

5 In 1948, the World Health Organization defined health as a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity (World Health Organization, 1948). Our health-care system is oriented toward the treatment of disease (Martin, Lassman, Washington, & Catlin, 2012). Despite this, people desire well-being, that is, more than a mere relief of suffering. They want well-being that embodies a true sense of thriving. Well-being manifested in positive affect, engagement, positive relationships, meaning, and accomplishment (PERMA) may be one of our biggest weapons against developing common mental disorders. Multiple studies have shown that interventions that build positive states alleviate depression and anxiety (Seligman, 2008). Positive health is not the treatment of disease. The concept of positive health is to build an individual s health assets that are desirable in their own right and that also may protect the individual from future illness. Positive health is also distinct from disease prevention, which focuses on eliminating or mitigating risk factors, leading to avoidance of disease. The target of disease prevention is avoiding or delaying illness, and its main focus in health is solely those factors 5

6 I suggest a new goal for medical education: to train outstanding medical professionals whose goal is to educate and support a healthy, thriving population (including self and colleagues) in a life filled with flourishing, and to advance the science of medicine and well-being, including the ability to lead and support a team of harmonious multidisciplinary health professionals.based on that goal, a radical change in the first-year curriculum is appropriate and essential. In studies involving American medical students (Frank, Carrera, Elon, & Hertzberg, 2007; Frank, Semgura, Shen, & Oberg, 2010), a strong, consistent, and positive relation is demonstrated between the health practices that doctors actually teach patients and the practices that they personally perform. An important corollary of this conclusion is that doctors will not teach self-care and preventive health skills to their patients if doctors themselves do not practice them. Therefore, a primary focus of the first-year curriculum for medical students must become the teaching and practice of self-care and prevention,along with the other professional competencies of professionalism and human behavior. 6