Journal of Depression and Anxiety
Open Access

Comprehension Neurodevelopmental Disorders and the Importance of Perspective-Taking

Lien Kang^{* *}Correspondence: Lien Kang, Department of Psychiatry, National Cheng Kung University Hospital, National Cheng Kung University, Tainan, Taiwan, Email:

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Description

Neurodevelopmental disorders are problems that are primarily connected with the functioning of the nervous system and brain. Attention Deficit/Hyperactivity Disorder (ADHD), autism, learning disabilities, intellectual disability (also known as mental retardation), behavioural disorders, cerebral palsy, and vision and hearing impairments are examples of neurodevelopmental disorders in children. Language and speech issues, motor skills, memory, learning, and other neurological processes can all occur in children with neurodevelopmental disorders. While neurodevelopmental impairments' symptoms and behaviours frequently alter or evolve as a child gets older, some certain disabilities are permanent. These diseases can be difficult to diagnose and treat; treatment often consists of a combination of professional counselling, medicines, and home and schoolbased initiatives. In 2006-2008, approximately 15% of children aged 3 to 17 years in the United States were affected by neurodevelopmental disorders such as ADHD, learning disabilities, intellectual disability, cerebral palsy, autism, seizures, stuttering or stammering, moderate to profound hearing loss, blindness, and other developmental delays, according to parental responses to survey questions. ADHD and learning impairments were the most common of these problems. Many children with neurodevelopmental problems have more than one of these conditions: for example, approximately 4% of children in the United States have both ADHD and a learning handicap. According to some studies, the prevalence of certain neurodevelopmental diseases, notably autism and ADHD, has increased during the previous four decades. Due to a lack of information to track prevalence over many years, as well as changes in awareness and diagnostic criteria, long-term trends in these illnesses are difficult to detect with certainty. However, some detailed historical data studies have determined that the real prevalence of autism appears to be increasing. Educator and paediatrician surveys have revealed an increase in the number of children with behavioural and academic issues encountered in classrooms and exam rooms. Many neurodevelopmental diseases are genetic in nature, and some incidences of certain problems, such as intellectual disability, are linked to specific genes. However, rather than a single unambiguous cause, most neurodevelopmental diseases have complicated and numerous causes. These illnesses are most likely caused by a mix of genetic, biochemical, psychological, and environmental risk factors. Environmental risk factors that may affect neurodevelopment include (but are not limited to) maternal use of alcohol, tobacco, or illicit drugs during pregnancy; lower socioeconomic status; preterm birth; low birthweight; the physical environment; and prenatal or childhood exposure to certain environmental contaminants. Multiple studies have linked lead, methylmercury, and PCBs to negative effects on a child's growing brain and neurological system. Several studies of children exposed to high levels of Polychlorinated Biphenyls (PCBs) during pregnancy have revealed a link between these contaminants and neurodevelopmental consequences such as reduced intellect and behavioural deficits such as inattention and impulsive behaviour. PCB exposure has also been linked to learning and memory problems, according to research. The majority of these research discovered that the consequences are linked to womb exposure caused by the mother eating PCB-contaminated food, while some studies have established links between deleterious effects and PCB exposure throughout infancy and youth. Despite significant heterogeneity in the epidemiology research, multiple evaluations of the literature concluded that the overall data justifies worry about the effects of PCBs on children's neurological development.

Perspective taking

Perspective taking as involving several distinct skills, including:

To determine exactly how someone feel to do this, people must use their knowledge and understanding of someone while ignoring our own opinions, thoughts, or feelings and attempting to figure out how the other person must be feeling or thinking.

Inhibitory control: In order to think about the world through the eyes of someone else, must put our own thoughts on wait. Cognitive flexibility requires us to think outside the box of our regular thinking in order to change our perspective. This necessitates cognitive flexibility in order to shift our attention from ourselves to someone else. Perspective taking is a socialemotional- intellectual skill in the sense that it involves hard work from our brains while also utilizing empathy and understanding.

Development of perspective taking

Practicing what they preach can be more difficult than it appears, but practising perspective taking with their child is beneficial to both. It is simpler to be fair and just when we take the time to consider how a situation seems from someone else's perspective. Young children learn by observing parents, so if we demonstrate the importance of perspective taking to them, they will participate as well. Anger, despair, and loneliness are not negative emotions. Discuss all emotions with children and teach them that all emotions are valid. Try repeating child's words back to them; describing what parents see them doing, asking questions, and letting them know person is available to talk if they want to.

When children grow up understanding that their opinions, feelings, and experiences were recognised and valued, they will be better equipped to grasp the viewpoints of others. Interact with their child and reflect back to them their sentiments, letting them know parents notice them and want to help them.

Talking to their youngster about what each individual could be experiencing or thinking when a stranger stop to help someone on the street. Assist them in making connections between people's actions and motivations. It is also critical to help children comprehend how their actions influence others. Teaching children perspective taking skills provides them with all of the tools they need to develop healthy, joyful, and successful relationships throughout their lives.