Assumptions. A child with ADHD needs help in the organization of the external world, a permanent system of norms and rules, stimulate the development of self-control and ability to improve cognitive processes. It is also necessary to work on his/her self-esteem, the production of which is an essential element of prophylactic secondary symptoms of attention deficit hyperactivity disorder with attention deficit. Case report. The research included a twelve year old boy with normal physical and motor development and high physical activity. On the basis of the collected material the child was diagnosed with attention deficit hyperactivity disorder attention and many difficulties concerning his functioning in the family, school and society. The aim of therapeutic activities was standardization and harmonization of cognitive processes development, concentration improvement, visual analysis and synthesis, visual motor coordination, which are expected to contribute to overcoming learning difficulties. By contrast, the aim of care and education actions was to work on the boy’s proper functioning in a peer group, improve of the quality and organization of work, learn to self-control emotions, work out skills and overcome difficulties, cope with school failure, positively affect the self-esteem and its reception in the environment. Results. Care and education tasks implemented during daily classes and extracurricular activities, were based on the psychological and educational opinion, regular conversations with his parents, consultations with the school counselor, and cooperation with the therapist. Classes leveling knowledge and individual interviews, during which the boy was in a close relationship with the teacher, facilitated overcoming difficulties and discreet solving current educational problems. The actions taken were of multidirectional nature and allowed not only to unify and harmonize the development of the boy, but also to improve his situation at school.

Key words: ADHD, psychotherapy, psychoeducation.