{"id":2354,"date":"2025-06-09T10:53:35","date_gmt":"2025-06-09T08:53:35","guid":{"rendered":"https:\/\/resoomer.com\/education\/adhd-ve-tride-pozornost-ktera-funguje-jinak\/"},"modified":"2025-06-09T10:53:35","modified_gmt":"2025-06-09T08:53:35","slug":"adhd-ve-tride-pozornost-ktera-funguje-jinak","status":"publish","type":"post","link":"https:\/\/resoomer.com\/education\/cs\/adhd-ve-tride-pozornost-ktera-funguje-jinak\/","title":{"rendered":"ADHD ve t\u0159\u00edd\u011b: pozornost, kter\u00e1 funguje jinak"},"content":{"rendered":"

Po dvacet minut se tento student zd\u00e1 nep\u0159\u00edtomn\u00fd. Pohled ztracen\u00fd v pr\u00e1zdnu, pero nehybn\u00e9, \u017e\u00e1dn\u00e1 viditeln\u00e1 stopa soust\u0159ed\u011bn\u00ed na prob\u00edhaj\u00edc\u00ed cvi\u010den\u00ed. Pak, u n\u00e1sleduj\u00edc\u00edho cvi\u010den\u00ed, kter\u00e9 n\u00e1hle upout\u00e1 jeho z\u00e1jem, je hyperkoncentrovan\u00fd, produktivn\u00ed, t\u00e9m\u011b\u0159 nemo\u017en\u00e9 ho rozpt\u00fdlit. Tento kontrast \u010dasto mate dosp\u011bl\u00e9 kolem n\u011bj, kte\u0159\u00ed v tom vid\u00ed formu v\u00fdb\u011brov\u00e9 zl\u00e9 v\u016fle. Ve skute\u010dnosti jde o podpis odli\u0161n\u00e9ho, nikoli vadn\u00e9ho, zp\u016fsobu fungov\u00e1n\u00ed pozornosti.<\/p>\n

Co ADHD ve t\u0159\u00edd\u011b nen\u00ed<\/h2>\n

Prvn\u00ed p\u0159edstava, kterou je t\u0159eba rozebrat, je ta o pouh\u00e9m nedostatku pozornosti, jako by student disponoval p\u0159\u00edli\u0161 malou z\u00e1sobou, kterou je t\u0159eba za ka\u017edou cenu doplnit nebo stimulovat. ADHD nen\u00ed nedostate\u010dn\u00e9 mno\u017estv\u00ed pozornosti. Je to fungov\u00e1n\u00ed pozornosti, kter\u00e9 se \u0159\u00edd\u00ed jin\u00fdmi pravidly, ne\u017e jak\u00e1 se ve \u0161kole obvykle o\u010dek\u00e1vaj\u00ed a odm\u011b\u0148uj\u00ed.<\/p>\n

Tato nuance m\u011bn\u00ed v\u0161e. Posouv\u00e1 ot\u00e1zku od \u00abjak za\u0159\u00eddit, aby tento student m\u011bl v\u00edce pozornosti\u00bb k mnohem u\u017eite\u010dn\u011bj\u0161\u00ed: \u00abpodle jak\u00fdch pravidel tato pozornost skute\u010dn\u011b funguje\u00bb. A odpov\u011b\u010f, jakmile je zn\u00e1ma, se ukazuje b\u00fdt p\u0159ekvapiv\u011b soudr\u017en\u00e1.<\/p>\n

Pozornost \u0159\u00edzen\u00e1 z\u00e1jmem, nikoli d\u016fle\u017eitost\u00ed<\/h2>\n

U v\u011bt\u0161iny student\u016f se pozornost p\u0159irozen\u011b obrac\u00ed k tomu, co je pova\u017eov\u00e1no za d\u016fle\u017eit\u00e9: bl\u00ed\u017e\u00edc\u00ed se zkou\u0161ka, d\u016fsledek, kter\u00e9mu je t\u0159eba se vyhnout, o\u010dek\u00e1v\u00e1n\u00ed, kter\u00e9 je t\u0159eba splnit. U studenta s ADHD funguje mechanismus podle jin\u00e9 logiky: pozornost se obrac\u00ed sp\u00ed\u0161e k tomu, co je zaj\u00edmav\u00e9, nov\u00e9, podn\u011btn\u00e9 nebo nal\u00e9hav\u00e9<\/strong>, t\u00e9m\u011b\u0159 nez\u00e1visle na objektivn\u00ed d\u016fle\u017eitosti \u00fakolu.<\/p>\n

Tato teorie, vypracovan\u00e1 v\u00fdzkumn\u00edky a kliniky specializuj\u00edc\u00edmi se na dan\u00e9 t\u00e9ma, popisuje pozornost, kter\u00e1 se \u0159\u00edd\u00ed vlastn\u00edmi pravidly, sp\u00ed\u0161e ne\u017e pouh\u00fd deficit<\/a><\/strong>. Nen\u00ed to porouchan\u00fd syst\u00e9m, kter\u00fd by m\u011bl fungovat jako ostatn\u00ed. Je to syst\u00e9m, kter\u00fd funguje dob\u0159e, ale podle jin\u00fdch aktiva\u010dn\u00edch krit\u00e9ri\u00ed, co\u017e vysv\u011btluje, pro\u010d se tat\u00e1\u017e osoba m\u016f\u017ee u jednoho \u00fakolu zd\u00e1t zcela nep\u0159\u00edtomn\u00e1 a u jin\u00e9ho zcela pohrou\u017een\u00e1, bez souvislosti s jejich p\u0159\u00edslu\u0161nou d\u016fle\u017eitost\u00ed v o\u010d\u00edch dosp\u011bl\u00e9ho.<\/p>\n

Co vypad\u00e1 jako neklid, je n\u011bkdy zapojen\u00ed<\/h2>\n

Odpov\u00eddat bez p\u0159ihl\u00e1\u0161en\u00ed, vrt\u011bt se na \u017eidli, spont\u00e1nn\u011b p\u0159eru\u0161ovat, jsou chov\u00e1n\u00ed t\u00e9m\u011b\u0159 v\u017edy \u010dtena jako nedostatek k\u00e1zn\u011b. P\u0159esto \u010d\u00e1st v\u00fdzkumu vyb\u00edz\u00ed toto automatick\u00e9 \u010dten\u00ed v\u00e1\u017en\u011b nuancovat.<\/p>\n

To, co interpretujeme jako rozt\u011bkanost<\/strong>, m\u016f\u017ee ve skute\u010dnosti signalizovat skute\u010dn\u00e9 kognitivn\u00ed zapojen\u00ed do obsahu hodiny, nikoli nez\u00e1jem o l\u00e1tku. Student, kter\u00e9mu unikne odpov\u011b\u010f d\u0159\u00edv, ne\u017e je k tomu vyzv\u00e1n, je n\u011bkdy t\u00edm, kdo sleduje nit s nejv\u011bt\u0161\u00ed intenzitou, a to natolik, \u017ee obvykl\u00fd soci\u00e1ln\u00ed filtr, \u010dek\u00e1n\u00ed na svou \u0159adu, u\u017e nesta\u010d\u00ed udr\u017eet pr\u00e1v\u011b vzniklou my\u0161lenku. To samoz\u0159ejm\u011b neplat\u00ed v\u017edy, ale tato stopa si zaslou\u017e\u00ed zv\u00e1\u017een\u00ed d\u0159\u00edv, ne\u017e se p\u0159\u00edli\u0161 rychle usoud\u00ed na nedostatek respektu v\u016f\u010di pokynu.<\/p>\n

Co ve t\u0159\u00edd\u011b skute\u010dn\u011b pom\u00e1h\u00e1<\/h2>\n

Ur\u010dit\u00e9 jednoduch\u00e9 \u00fapravy v\u011bci skute\u010dn\u011b m\u011bn\u00ed. Obm\u011b\u0148ovat form\u00e1ty od jedn\u00e9 hodiny k druh\u00e9, zav\u00e9st prvek novosti nebo lehkou v\u00fdzvu, rozd\u011blit dlouh\u00fd \u00fakol na krat\u0161\u00ed, viditeln\u011bj\u0161\u00ed kroky, to jsou v\u0161e p\u00e1ky, kter\u00e9 p\u0159\u00edmo oslovuj\u00ed v\u00fd\u0161e popsan\u00fd zp\u016fsob fungov\u00e1n\u00ed, m\u00edsto aby proti n\u011bmu bojovaly.<\/p>\n

Poskytnout jasn\u00e9 vizu\u00e1ln\u00ed orienta\u010dn\u00ed body<\/strong>, k nim\u017e se lze vracet, tak\u00e9 velmi pom\u00e1h\u00e1, zejm\u00e9na p\u0159ed hust\u00fdm textem. V tom spo\u010d\u00edv\u00e1 cel\u00fd p\u0159\u00ednos orienta\u010dn\u00edch bod\u016f, kter\u00e9 pom\u00e1haj\u00ed znovu se chopit nit\u011b textu<\/a><\/strong>: odleh\u010den\u00fd a dob\u0159e strukturovan\u00fd materi\u00e1l sni\u017euje \u00fasil\u00ed \u010dist\u011b vizu\u00e1ln\u00edho dek\u00f3dov\u00e1n\u00ed a ponech\u00e1v\u00e1 prostor skute\u010dn\u00e9 pozornosti, t\u00e9, je\u017e se soust\u0159ed\u00ed na smysl, m\u00edsto aby bojovala s p\u0159\u00edli\u0161 p\u0159epln\u011bn\u00fdm rozvr\u017een\u00edm.<\/p>\n

Vystoupit z mor\u00e1ln\u00edho soudu<\/h2>\n

Na konci tohoto zji\u0161t\u011bn\u00ed se vnucuje posun pohledu. Nen\u00ed to ani lenost, ani ne\u00facta v\u016f\u010di u\u010diteli \u010di vyu\u010dovan\u00e9 l\u00e1tce. Je to syst\u00e9m pozornosti, kter\u00fd funguje na jin\u00e9 palivo, s vlastn\u00edmi spou\u0161t\u011b\u010di<\/strong> a vlastn\u00edmi aktiva\u010dn\u00edmi podm\u00ednkami.<\/p>\n

Jakmile je tato mechanika jednou pochopena, p\u0159est\u00e1v\u00e1 b\u00fdt vykl\u00e1d\u00e1na skrze m\u0159\u00ed\u017eku \u010dten\u00ed, kter\u00e1 j\u00ed neodpov\u00edd\u00e1, tu o selh\u00e1vaj\u00edc\u00ed v\u016fli, kterou by sta\u010dilo pos\u00edlit. T\u00e9ma se pak st\u00e1v\u00e1 m\u00e9n\u011b \u00abjak tuto pozornost opravit\u00bb a v\u00edce \u00abjak vytvo\u0159it podm\u00ednky, v nich\u017e se m\u016f\u017ee pln\u011b vyj\u00e1d\u0159it\u00bb.<\/p>\n

Vra\u0165me se k onomu studentovi, nep\u0159\u00edtomn\u00e9mu po dvacet minut a pak n\u00e1hle hyperkoncentrovan\u00e9mu na dal\u0161\u00edm cvi\u010den\u00ed. Pochopit, \u017ee jeho pozornost se \u0159\u00edd\u00ed jin\u00fdmi pravidly, nikoli absenc\u00ed pravidel, m\u011bn\u00ed v\u0161e ve zp\u016fsobu, jak ho doprov\u00e1zet. Ne snahou ji opravit, aby se podobala jin\u00e9, ale u\u010den\u00edm se pracovat s t\u00edm, co ve skute\u010dnosti u\u017e funguje velmi dob\u0159e, jakmile je mu ponech\u00e1n prostor se vyj\u00e1d\u0159it.<\/p>\n","protected":false},"excerpt":{"rendered":"

Po dvacet minut se tento student zd\u00e1 nep\u0159\u00edtomn\u00fd. Pohled ztracen\u00fd v pr\u00e1zdnu, pero nehybn\u00e9, \u017e\u00e1dn\u00e1 viditeln\u00e1 stopa soust\u0159ed\u011bn\u00ed na prob\u00edhaj\u00edc\u00ed cvi\u010den\u00ed. Pak, u n\u00e1sleduj\u00edc\u00edho cvi\u010den\u00ed, kter\u00e9 n\u00e1hle upout\u00e1 jeho z\u00e1jem, je hyperkoncentrovan\u00fd, produktivn\u00ed, t\u00e9m\u011b\u0159 nemo\u017en\u00e9 ho rozpt\u00fdlit. Tento kontrast \u010dasto mate dosp\u011bl\u00e9 kolem n\u011bj, kte\u0159\u00ed v tom vid\u00ed formu v\u00fdb\u011brov\u00e9 zl\u00e9 v\u016fle. Ve skute\u010dnosti jde […]<\/p>\n","protected":false},"author":1,"featured_media":2369,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[85],"tags":[],"class_list":["post-2354","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-spolecnost-a-inkluze"],"_links":{"self":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts\/2354","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/comments?post=2354"}],"version-history":[{"count":0,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts\/2354\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/media\/2369"}],"wp:attachment":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/media?parent=2354"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/categories?post=2354"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/tags?post=2354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}