Research Paper on Tourette Disorder

Research Paper on Tourette Disorder

One of the challenges that parents often face is a difficult child who cannot get controlled due to a psychological or developmental issue. In the field of childhood psychiatry, many diseases or syndromes play a critical role in defining the behavior of affected children. Hence, most parents often face a myriad of challenges understanding the affected children and supporting them both financially and emotionally. Tourette syndrome (TS) is considered a disorder that involves motor and vocal tics and may be categorized together with other illnesses such as obsessive-compulsive disorder (OCD) and attention deficit hyperactive disorder (ADHD). It is an illness that is worldwide and whose incidence is increasing among childhood populations. Hence, understanding the background, presentation, prognosis, as well as management of Tourette disorder may play a significant role in helping parents cope and support affected children.

Tourette disorder has existed for more than two centuries. After Gilles de la Tourette first described symptoms of the disease, many scientists, neuropsychologists as well as child psychiatrist expanded knowledge of the disease. They eventually identified it as a genetic disorder with psychogenic causes (Hawley, 2015). Moreover, TS has been associated with focal dysfunctions in the brain that significantly change a child’s behavior leading to a series of symptoms better described as tics that coexist with other childhood conditions. Hence, even though the specific etiology is unknown, the disease has been linked to autoimmune and genetic theories, and today, the significant risk factors include being male, having a young age and more importantly, a family history.

TS has specific characteristics or presentations that one must understand when making a diagnosis. According, the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) criteria focus on tics as an essential part of the diagnosis. As suggested by Hawley (2015), the criteria state that multiple motor and vocal tics should be present, must occur many times in a day, and their onset must be in a young child or individual less than 18 years old. More importantly, TS is only diagnosed when the tics are not related to a disturbance brought about by substance use or a general medical condition. Also, the tics or disturbances should be severe enough to cause impairment in social, occupational or other essential functioning (Cavanna & Seri, 2013; Hawley, 2015). In light of this, it then emerges that children with the condition suffer greatly and may be ridiculed by their peers as well as other individuals who do not understand them.

A better understanding of tics may be critical in diagnosing children with TS, and more importantly, providing with treatment options as well as other support. Tics may be simple or complex movements or vocalizations. They may be simple acts such as blinking or grunting. They can also be complex activities such as the use of repetitive phrases, jumping and running, among others. They are semi-voluntary activities that can sometimes be suppressed by the patients for a period, as suggested by Hawley (2015). However, these tics can be worsened by specific situations faced by the patients such as boredom, stress, fatigue or any condition that causes emotional lability. However, it remains evident that understanding these situations is vital to appropriately come at a correct diagnosis and making informed choices on how to best help these children.

As part of managing children with TS, caregivers can be informed on how to pick out the precipitants of tics best. The precipitants are referred to as premonitory feelings. They may include a burning feeling that the child experiences before starting continuous eye blinking or even having a stuffy nose that may then lead to constant sniffing (Hawley, 2015). Besides, parents could be advised on other behavioral symptoms that that are related to obsessive-compulsive disorder and ADHD but are strongly linked to the Tourette’s syndrome. This can help inform decision making, allow the parents to understand these children better, especially concerning social and functional impairment.

The approach to managing Tourette’s syndrome is varied and aimed at improving symptoms, dealing with disabling tics as well as patient and family education. According to Hawley (2015), education must be done as a multisystem approach that incorporates all stakeholders, including family, peers, teachers and the significant others who have constant interactions with the child. Non-pharmacological methods can be used to change behavior and improve tics. They include deep brain stimulation, physiotherapeutic counselling and support, as well as both patient and family education. These approaches are commonly used within the medical fraternity and have shown significant outcomes. Besides, the degree of tics determine the type of management approach to be considered as those with mild, non-debilitating tics may often not require pharmacotherapy or hospital stays.

Currently, pharmacological therapy is warranted when the tics are severe enough to disrupt social interaction, daily activities or school performance. At the moment, the existing treatments in the market include guanfacine and clonidine, a group of drugs known as alpha-2-adrenergic (Muller, 2007). Also, patients can be prescribed dopamine 2 receptor blocking drugs such as haloperidol and pimozide. Other drugs in this class include aripiprazole and tetrabenazine. The FDA has approved them for management of children of all categories.

Since TS is becoming more common, especially in the young male American population, child psychiatrist and all medical personnel need to be aware of the symptoms to ensure appropriate diagnosis and early intervention. Besides, one important factor that parents must understand is that children with TS need help. With support, medical care and love, TS children can grow up into responsible adults.