What is male attention. How much attention should be paid to a girl

Girls are biologically and neurologically different from boys; they interact and communicate in different ways with children and are educated with different social expectations. Parents, psychologists and teachers should be aware of these differences when diagnosing children. Hyperactivity was considered the most important element of symptoms associated with this disorder. Girls show signs of inattention and forget, not hyperactivity. The signs that men are present are underlined because they are easier to observe.

Girls tend to be more complacent and less active and aggressive. Girls who are inattentive, easily distracted, disorganized, and calm receive less attention from parents and teachers than children who present themselves as destructive, hyperactive, impulsive, and challenging.

The reason for this would be that girls are used to treating each other, giving special meaning verbal communication. Collaboration and sensitivity to the needs of others will be prioritized in typical relationships between the girls. This can negatively affect other girls. Children interact by exchanging activities that are dominated by competition, challenges, exploration and risk, with high levels of activity. In turn, in more passive activities such as video games or computers, visual-motor coordination prevails over verbal interaction.

This is why children with difficulties of expression will be less affected in their activities focused on social world... Some girls who cannot relate to their peers of the same sex interact with boys, participate in competitions such as sports. The views of their peers as "macho" in the early years will find recognition by their peers in adolescence, focusing them social life around sports teams with other girls.

For other girls, hyperactivity manifests itself as hyperverragic and emotionally excitable. These girls may take on roles such as “crazy” or “attention grabbing” in an effort to find acceptance from their partners. For 10 years, these girls can intrude into risky situations and behaviors such as drugs, alcohol and sexual promiscuity. It is through this behavior that they will try to compensate for their academic difficulties, their lack of achievement and social differences.

Usually, the symptoms of anxiety and depression lead parents and teachers to counseling for the girl. In fact, it can be very demoralizing to realize that no matter how smart you are, you will not be able to control your feelings and behavior. These are girls who are more likely to develop psychological or emotional problems than children.

Many times, parents and teachers become impatient, irritated, and helpless in the face of their daughters' difficulties. They believe that they are wasting time, energy and attention without seeing results. The support and support of these girls must necessarily include tasks and lessons in which they are taught to direct and act without the need to constantly seek help from another. For example, although you might need to do homework in the kitchen, under the supervision of your mother, in a structured environment, you will not need to do every exercise on your side.

Violent, introverted and intimate girls will have their own social difficulties. In some cases, they find it difficult to express themselves. They are usually ignored by their peers. They tend to be isolated at school and are limited to one or two friends outside of school.

They are preoccupied and very focused on their homework... These girls usually have difficulties when they go through school and when they are presented with more challenging tasks. Usually they socialize very little, unable to achieve a balance between recreational activities and school.

Recent research shows that a first-class, hyperactive and impulsive child with no symptoms of inattention and distraction is hard to find. Therefore, parents, teachers, and therapists should focus more on these symptoms, which are more difficult to detect, common to boys and girls.

Only a small percentage of girls have this type, although most girls are diagnosed. They are physically hyperactive, require a lot of attention, are defiant, aggressive, intervene in risky actions and invade the space of their companions. Their tables and books are messy and disorganized, they are disorganized, and in general their editions are poor and unkempt. They usually write in the margin, forget to leave a space between words, etc. they have difficulties with fine motor skills, they cannot control pencil, letter size and pressure.

Their jobs and tasks are a sign of the chaotic way in which information reaches its goals, the answers may be correct, but teachers must be faced with a messy, untidy and incomprehensible sheet. They show a girl at school, an overly chatty and restless girl who struggle to work quietly, they are excitable, they are interrupted by their classmate often "leap" from topic to topic, or continue indefinitely at one point. Being so dramatic and controlling, they tend to see their peers as leaders, charismatic or otherwise flawed and bossy.

They are emotionally excitable, change mood quickly, and engage in intense arguments or crying. At home, they can be irritable, moody and unmotivated, with a low tolerance for disappointment. They have difficulty sleeping, both falling asleep and getting up to go to school.

These girls are more complacent than destructive and passive from a school point of view. They can be inactive or slow. Self-righteous and obedient to rules and slogans, they rarely attract the attention of their teachers. They are shy and do not speak in class at all for fear of making mistakes and making fun of their peers. Apparently, they seem to be visiting their teacher, although in general they are immersed in their thoughts. They are girls with low self-esteem, avoidance of problems, and tend to give up easily.

An inattentive girl tends to be disorganized, forgetful, and generally preoccupied with school assignments. His teachers may be considered less intelligent than they really are. Their greatest fear is in the classroom, so they avoid any contact with their teachers. They find it difficult to express themselves, although they may know the answers; However, they do not have this problem in their homes or with close friends. Inattentive girls who have no learning difficulties will be diagnosed very late.

These girls, intellectually brilliant, have the ability and resources to compensate for their difficulties, however psychological consequences although less obvious, they are damaging. Some of these girls, due to the stress, energy and effort used to make progress, can develop depression or anxiety in adulthood.

Maturation and development: at each point of growth, girls must face certain challenges that will allow them to move on to another stage. Each new stage of development requires certain skills. On the contrary, some of them require slower learning, which will have repercussions not only at home but also at school and in front of their classmates. These delays in maturation are manifested, for example, in the preference of girls to play with toys or younger children. These will be girls who need more support from parents and understanding from teachers.

They ask themselves: why is it so difficult for my classmates to be so difficult? Parents should support their daughters by reminding them that everyone has their own time to learn, reassuring them that they will reach their time and practice by developing each of the skills.

Each new situation presents the child with a new problem that must be solved, a new task. This is why supporting an adult who helps you generalize your experiences to others is vital. essential... Another very important skill that a girl will need to become an adult will be controlling and observing her own behavior. The ability to assess and adapt your way of communicating with others different situations and people. Understand the impact they have on their classmates or teachers.

One of the big difficulties they face is prioritizing between different incentives that come with the same intensity. The “right” stimulus may not stimulate your brain enough so that you don't feel motivated to pay attention to it. Thus, the difficulty that arises is not distraction, but the short-term period of attention, but regulating attention so that you can focus on a stimulus that is less interesting to her.

After spending everything in school, adjusting to the same structure and in control, the girl will take time to achieve a new balance in the house when she moves to another less structured environment. Organizing an after school routine is a great help for these girls.

Low stimulation will prevent your brain from functioning optimally, in fact, a low stimulation environment will cause the girl to create noise, conflict, chaos and excitement. Unable to carefully regulate the level of stimulation it needs for optimal brain function, it tends to transition from a state of euphoria and arousal to a desperate search for loneliness and isolation.

This sense of disorganization and chaos often manifests itself in his personal objects, the mess and unkemptness of his desks, his room, and his writing. One way to control your ideas and feelings is to impose an obsessive order on external things. Thus, he creates an obsessive structure to maintain a sense of self-control. This tough behavior makes me give up creativity and spontaneity. This behavior leads to high levels of stress and anxiety.

Usually, the symptoms of anxiety and depression lead parents and teachers to counseling for the girl. In fact, it can be very demoralizing to realize that no matter how smart you are, you will not be able to control your feelings and behavior. These are girls who are more likely to develop psychological or emotional problems than children.

Many times, parents and teachers become impatient, irritated, and helpless in the face of their daughters' difficulties. They believe that they are wasting time, energy and attention without seeing results. The support and support of these girls must necessarily include tasks and lessons in which they are taught to direct and act without the need to constantly seek help from another. For example, while you may need to do your homework in the kitchen, under the supervision of your mother, in a structured environment, you will not need to do every exercise by your side.

Violent, introverted and intimate girls will have their own social difficulties. In some cases, they find it difficult to express themselves. They are usually ignored by their peers. They tend to be isolated at school and are limited to one or two friends outside of school.

They are preoccupied and very focused on their homework. These girls usually have difficulties when they go through school and when they are presented with more challenging tasks. Usually they socialize very little, unable to achieve a balance between recreational activities and school.

Their jobs and tasks are a sign of the chaotic way in which information reaches its goals, the answers may be correct, but teachers must be faced with a messy, untidy and incomprehensible sheet. They show a girl at school, an overly chatty and restless girl who struggle to work quietly, they are excitable, they are interrupted by their classmate often "leap" from topic to topic, or continue indefinitely at one point. Being so dramatic and controlling, they tend to see their peers as leaders, charismatic or otherwise flawed and bossy.

An inattentive girl tends to be disorganized, forgetful, and generally preoccupied with school assignments. His teachers may be considered less intelligent than they really are. Their greatest fear is in the classroom, so they avoid any contact with their teachers. They find it difficult to express themselves, although they may know the answers; However, they do not have this problem in their homes or with close friends. Inattentive girls who have no learning difficulties will be diagnosed very late.

These girls, intellectually brilliant, have the ability and resources to compensate for their difficulties, but the psychological consequences, although less obvious, are damaging. Some of these girls, due to the stress, energy and effort used to make progress, can develop depression or anxiety in adulthood.