What is ADHD-Y
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by inattention, hyperactivity, impulsivity and emotional dysregulation.
The symptoms are extensive, dysfunctional and stem from executive dysfunction.
It is characterised by attention deficit, i.e. the difficulty of the person to focus his/her attention on an activity continuously and to stay with it in order to complete it.
Often accompanied by hyperactivity (strong mobility) and impulsivity (Rush).
Differences between ADHD and Attention Deficit Hyperactivity Disorder
While ADHD includes attention deficit, hyperactivity and impulsivity, attention deficit disorder (ADHD) is a more limited condition in which hyperactivity does not occur. In attention deficit disorder:
- The main symptoms are related to the person's difficulty mainly to focus his attention to the corresponding stimulus (e.g. in a dialogue, during an activity, in a sequence of instructions, etc.) and the organisational difficulty stimuli and information (processing, memory, planning and solving).
- It is not accompanied by hyperactivity or intense impulsive behaviour.
Attention deficit disorder (ADHD) is less obvious, making it harder to detect, unlike ADHD, which has more pronounced and extensive symptoms due to intense mobility.
The exact causes of ADHD are not entirely clear, however, researchers have identified a number of factors that contribute to its development. The disorder appears to be associated with:
- Genetic predisposition : People with a family history of ADHD have an increased chance of developing the disorder.
- Neurological dysfunctions : Abnormalities in specific areas of the brain, such as those related to attention and impulse control, are considered an important factor.
- Environmental factors : Exposure to harmful substances such as smoking, alcohol or toxic chemicals, psychological stress and increased maternal blood pressure during pregnancy are factors that increase the risk of ADHD. Also, premature delivery or low birth weight has been linked to ADHD.
Symptoms of ADHD
General Symptoms in Children
- Lack of concentration: They find it difficult to focus their attention on an activity or instruction, are easily distracted by external stimuli, forget or do not listen to the required information.
- Impulsiveness: They answer before the question is completed, interrupt conversations or games, have difficulty waiting their turn, are in a hurry to perform an action and sometimes get the result wrong.
- Hyperactivity: They move non-stop, even when they don't need to, they find it difficult to remain seated. Especially without a specific occupation, they are characterized by unnecessary and intense mobility in space. They often tease objects, move them, damage them, or make noise.
By age:
Infancy (2-5 years old):
Inexhaustible energy: They run incessantly, they seem to be constantly «on their toes».
Difficulty focusing: They cannot complete games or activities, they need to switch activities frequently.
Irritability: They cry or get angry easily when their needs are not met, they cannot easily control their impulses.
Involuntary (unconscious) movements: They constantly touch objects, have difficulty following simple instructions.
In these ages the Early Intervention plays a key role in the child's future development.
School age (6-12):
School performance: They find it difficult to answer class questions correctly or do not raise their hand to speak. They often make careless mistakes, forget assignments.
Relationships with peers: They show difficulties in social relations, interrupt conversations or games. They want their desire to be satisfied at all costs, they have little sense of patience.
Impulsive behaviour: Appear impatient, talk excessively without waiting for their turn, frequently interrupt the other person, seek attention with deviant and socially unacceptable behaviours (e.g. shouting or running in an unfamiliar space.
Difficulties in lessons that require concentration: Such as reading, arithmetic or completing exercises. Their performance often varies strongly according to their preferences in certain subjects.
Carelessness: Easily distracted by external sounds or activities.
Symptoms in older children (13-18 years old)
Memory problems: They forget homework or personal items such as books and notebooks. They show difficulty mainly in working memory, i.e. being able to cache and process the information necessary for a set.
Inability to complete tasks: They have difficulties in organising or meeting deadlines. They are characterised by procrastination or inconsistency.
Risk and reckless decisions: They put themselves at risk without realising the consequences or penalties (e.g., interacting with strangers on social media. In more severe cases of adolescents with ADHD, this is followed by oppositional or defiant/offending behavior (propensity to aggression, alcohol, drug use, etc.).
In children who have severe difficulties in regulating behaviour and social interaction, approaches such as Intensive Interaction can make an important contribution to the development of communication and social skills.
Emotional instability: Mood swings, low tolerance for frustration, frustration or anger for minor reasons.
Search for immediate release activities: They prefer activities that offer immediate stimulation (e.g., parkour, football, running, squares, etc.)
In Adults
ADHD in adults can affect daily life, but there are management strategies that can help.ADHD does not disappear over time, but the symptoms in adults normalise and differentiate over time. Sometimes skills and positive personality traits are developed:
| CHILDREN | ADULTS |
| Developing brain | Shaped brain |
| Dependence on an adult/parent | Autonomy |
| Fantasy | Creativity/innovation |
| Multiple interests | Productivity |
| Trainable behaviours | Entrenched behaviours |
| Hyperactivity (even in a sitting position)/ hyperstimulation | Hyperactivity (intense need for exercise or sports)/ high energy levels, zest for life |
| Difficulty in organising a study | Difficulty in planning commitments |
| Difficulty perceiving time/avoidance | Volatility/ inconsistency |
| Forgets personal items | Losing personal items |
| Dreamy child/ gazing | He pretends to listen while thinking about other things |
| Punishment/ continuous demarcation | Secondary costs (stress, fatigue, etc.) |
| Large scope for improvement (special education) | Little room for improvement (personal motivation for self-improvement) |
| Low tolerance to cancellation | Feeling of failure or conversely resilience |
Diagnosis of ADHD
ADHD is diagnosed exclusively by child psychiatrists or psychiatrists (for adults). However, thorough history taking from parents before, during and after birth and information gathering from teachers in children is necessary for diagnosis.You can read more about the Child Psychiatric Examination process by clicking on Link.
The children's picture is usually representative within a group context with rules, so information about the child's behaviour in the classroom or in extracurricular activities or at home makes it particularly easy for the specialist to draw safe conclusions beyond the child's examination.
All ADHD tests for children involve questionnaires. The questionnaire that focuses specifically on attention deficit and hyperactivity is the ADHD rating scale -IV of the “Du Paul, Power, Anastopoulos & Reid.
Also the questionnaires Achenbach which are international in scope, concern teachers and parents and have to do with the overall image of a student in the classroom or at home.
For adults there are available online self-assessment scales which are not scientifically accredited and should not be a source of diagnosis without an accurate psychiatric examination.
Η diagnosis in children is easier because in adults the symptoms are less severe and many of them have learned to work with their disorder.
Children are often sensitised by teachers and worried by parents, so they go to specialists more often and thus receive a diagnosis, while many adults remain undiagnosed.
Also in children the diagnosis is more necessary because it allows them to receive treatment and improve, while adults have found strategies and their own ways to be effective and functional.
Very often in children, the diagnosis of ADHD is confused with “lively child”. The lively child may have a hyperactive or seemingly distracted behaviour but is actually able to respond appropriately to school or family demands.
On the other hand, many children with ADHD also have other disorders such as Specific Language Impairment (SLI) or learning difficulties or associated difficulties such as autism ή learning difficulties.
In these cases, structured educational approaches such as the TEACCH can significantly help to organise the environment, improve concentration and strengthen the child's autonomy.
For example, most children who fall on the autism spectrum are usually hyperactive, so in this case it is most important to clarify whether ADHD coexists and especially to diagnose the disorder correctly.
Also children who often fool around in class, or do not concentrate well due to learning difficulties (dyslexia) and not due to distraction as reported by teachers.
Treatment and Treatment
Treatments
ADHD is now treated in children with cognitive, behavioural and psycho-educational treatment protocols that enhance activity retention, concentration, organisation of thought and movement, memory and impulse control.
Η occupational therapy and the psychotherapy and the speech therapy are the main specific therapies most effectively involved in improving concentration and hyperactivity. Based on the age of the child, the treatment program is defined along with the parental counselling on ways to educate, limit, facilitate and regulate all the symptoms of attention deficit disorder.
In addition to specific treatments, in some cases children are given medication exclusively by the child psychiatrist when deemed appropriate based on approved scientific protocols after examination and medical opinion.
There are no herbal medicines or alternative therapies that are scientifically accredited to treat ADHD.
Management at home
It is advisable for parents to create an environment at home where the child can cope better with his/her reading, organise his/her free time, become more efficient and functional in his/her daily life.
For example, it is very important that he reads in his room, with no other distracting objects on his desk, but only the bare essentials (book/ notebook/ 1 pen).
The desk chair should not be on wheels but stable.
Start with the most difficult lessons and finish with the easiest. Take frequent breaks every 20 minutes and work with hourglasses or rolls.
Η excessive exposure to screens is particularly harmful to children with ADHD. It is advisable to avoid daily contact with mobile phones, tablets, computers, and no more than half an hour a day. It is advisable to be given by parents as a reward after a goal is completed.
Extra-curricular activities that contain rules and discipline are very helpful such as martial arts or team sports. Participating in household chores also helps the child complete a goal while becoming responsible and functional.
All tools and activities that support children with ADHD usually aim to provide physical relaxation and sensory regulation of the children. Team and individual sports, activities such as dancing, swimming and martial arts are very helpful.
In several cases, individualised programmes are applied Sensory Integration and Sensory Diet, which aim to regulate the nervous system and improve the child's concentration and functionality in everyday life.
Activities that include climbing, trampolining, swings and obstacles also help the child to regulate his or her increased level of arousal.
ADHD and Daily Life
People with ADHD usually work best in jobs that require imagination, creativity and stimulation. Sports, arts and risky professions are often chosen by people with ADHD (e.g. actors, musicians, athletes, firefighters, etc.). Advertising, marketing and public relations professionals are also frequently encountered.
ADHD can affect academic progress if it is not diagnosed and the child does not receive early treatment. psycho-pedagogical education he needs.
Children who have attention deficit disorder find it difficult to follow class material and are often frustrated and disengaged from learning.
Thus, before we reach the academic path, the school path usually shapes the motivation and mode of operation of the pupil and therefore later of the student.
Motivation and proper exploration of career guidance will determine effort and ultimately learning achievement.
For students, consistency and organization by developing strategies are extremely important to ensure a smooth academic course.
Otherwise, the student can easily give up because he/she finds it difficult to cope with the discipline and stressful conditions required in studies (timetables, exams, assignments, deadlines, etc.).
Similarly, during the career path, the individual's motivation and self-confidence can be shaken again.
Without the use of strategies and personalised techniques, the person with ADHD risks being misunderstood by colleagues or employers for the way he or she functions (distractibility, tardiness, lack of consistency, lapses of association, hyperactivity).
At the same time, productivity and achievement of goals are affected by the extent to which the person with ADHD can organise themselves appropriately without being frustrated under pressure.
Famous athletes like Michael Phelps (swimming), Simone Biles (gymnastics) and Miltos Tendoglou (Track and field) used their increased arousal to win medals and gain wider recognition through athletics.
On the other hand, the singers of international renown like Justin Timberlake and Adam Levine have excelled in the music scene by harnessing their talents driven by high energy levels and a zest for life.
Conclusion
The timely diagnosis helps early treatment. The sooner the child's symptoms are identified, the better the prognosis.
Today, all these difficulties are fortunately being addressed both at school and in children's everyday life.
Special education builds individualized treatment protocols in which the child learns to function in everyday life and, most importantly, prevents or improves self-confidence and self-image, helping them for adult life.
Understanding and supporting children with ADHD is key to their smooth progress. Today we have both the knowledge and strategies needed to correctly interpret the symptoms and to treat them.
In this way the child is better integrated into society without being fingered or withdrawn.
With the right guidance, both he and his family, he manages to realize his potential and progress to all levels that will make him a happy and independent person in society.
