Coping with Tics in School and with Peers
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TOURETTE’S SYNDROME (E RICKETTS AND M YADEGAR, SECTION EDITORS)
Coping with Tics in School and with Peers Dararat Mingbunjerdsuk 1,2
&
Samuel H. Zinner 3
Accepted: 24 September 2020 # Springer Nature Switzerland AG 2020
Abstract Purpose of Review Tics often draw negative attention and may interfere with social and academic performance. When enduring a year or longer (“persistent”), tic disorders are usually associated with one or more nontic coexisting conditions that can exacerbate tic severity and pose their own social and academic interferences. This review examines the range of these vulnerabilities and explores strategies and interventions to help affected children and youth cope with tics in school and with peers. Recent Findings Stigma and bullying are frequent outcomes, which contribute to coping challenges that emerge from the interferences of tics and coexisting conditions. Increasingly, research and treatment of tic disorders in children and youth emphasize a holistic, collaborative approach among child and family, educators, peers, and clinicians. Summary Interventions that target psychosocial and functional impacts of tics and coexisting conditions at school and with peers can have wide-reaching effects in improving effective coping. Management emphasizes psychoeducation and resilience building alongside tic-reduction therapies. Methods to improve access to educational and therapeutic resources, including virtual access, are being explored. Keywords Tic disorders . Coexisting conditions . School . Peers . Stigma
Introduction Tic behaviors are customarily described objectively as sudden, repetitive, nonrhythmic, and involuntary movements and/or sounds. The symptoms emerge prior to adulthood and usually between 3 and 10 years of age. Tics vary widely among and within affected individuals in terms of severity, as characterized by tic number, frequency, intensity, complexity, interruption, and social impairment [1]. However, the subjective experience to the individual with tics may be very different than as that perceived by observers. Among some, the tic course endures for a year or more, and in such circumstances. the individual is said to have either a persistent tic disorder This article is part of the Topical Collection on Tourette’s Syndrome * Dararat Mingbunjerdsuk [email protected] 1
Department of Neurology, University of Washington, Seattle, WA, USA
2
Division of Pediatric Neurology, Seattle Children’s Hospital, 4800 Sand Point Way NE, MB 7.420, Seattle, WA 98105, USA
3
Department of Pediatrics, University of Washington, Seattle, WA, USA
(PTD) (i.e., one or more motor or vocal tics) or Tourette’s disorder, also referred to as Tourette syndrome (TS) (i.e., featuring both motor and sound, or “vocal”, tics) [2]. Individuals with PTDs or TS generally experience greater tic severity than do individuals whose tic course resolves within a year of tic onset [3]. Because the ideas in this chapter will apply very similarly to individuals with either PTDs or TS, we will use the term TS to refer to in
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