Hadar Swersky on Everything you should know about ADHD Disorder

The International Journal of Psychoanalysis, 2010

Marianne Leuzinger-Bohleber introduced the panel by noting the increasing interest in ADHD, particularly from a psychoanalytic perspective. Several reasons for this were postulated. One was the recent dialogue between psychoanalysis and contemporary neurobiology that promises to expand the ability to understand and treat psychopathology that has some neurobiological contributor. Others involve new developments from within psychoanalysis. For example, infant attachment and memory research have fostered alternative models and therapeutic techniques to treat early disturbances of affect regulation, symbolization, and mentalization -all central dysfunctions in ADHD. The last reason for the growing discussion about ADHD in psychoanalytic circles was thought to be an effort by self-critical psychoanalysts to respond to competition with other treatment modalities, most prominently, cognitive-behavioral and psychopharmacological ones. She emphasized that psychoanalytic concepts offer the possibility of shedding light on the complex and multiple determinants of ADHD, thereby allowing for more differentiated diagnoses and treatment strategies that accept the likelihood of different psychodynamic subgroupings of children who might all receive the same descriptive diagnosis of ADHD. Dieter Bürgin expanded on this introduction, emphasizing the symptom triad of ADHD: (1) attentional problems; (2) overactivity; and (3) poor impulse control. Each of the mental functions underlying these symptoms is dependent on the quality of the relationship between the infant and caretaker. Thus one can assume that a child with longstanding disturbances in these three functions had difficulty finding adequate help in developing them. ADHD children often have histories reflecting disturbances in infantile development, impaired attachment, and other ego disruptions. Early object loss and ⁄ or psychic conflict are also often found in their histories. However, the multitude of factors prohibits generalizations about etiology or pathogenesis. This analytic understanding of the symptom triad was said to manifest itself in the analytic process in a variety of ways. Intrapsychic conflict

International Journal of Social and Educational Innovation, 2018

To obey the norm is to obey the public exam, to meet the expectations that society formulates" (Neculau, 1987, p. 183). Society values the behavior of its members according to certain standards, expecting them to conform to certain cultural models. The purpose of this article is not to eliminate the specific problems of a child with ADHD (Attention Deficit Hyperactivity Disorder) but to be a realistic one, based on developing skills to solve the difficult situations in which such children are involved. The objectives are aimed at the behavioral description of the three components: hyperactivity, impulsivity and attention deficit; ameliorative intervention strategies: medical, psychological and psycho-pedagogical; exemplifying some useful workloads. The methods aim at behavioral change, targeting the category of constructive and integrative behaviors (Eşi, 2010, pp.24-34). Overall, I will present the behavioral characteristics of children with ADHD aged 3 to 12 years. The concrete problems faced by parents and teachers lead to outlining strategies for their effective resolution. Within the educational system, there are a number of practical exercises useful in adapting children. These children should be understood and supported by people in the immediate vicinity, in the context of knowing the causes of behavioral disorders.

Psychiatria Polska

Currently, attention deficit hyperactivity disorder (ADHD) is intensively studied by world medical community, its understanding expands, for example, it has now been diagnosed not only in children but also in adults. On the other hand, ADHD raises a number of discussions on the need of its treatment and, if there is a need, how it shall be treated, it is doubtful whether this disorder overall exists, because its "morphological component" has not been identified so far, and all the symptoms of ADHD, including anxiety, concentration difficulties, motor hyperactivity, cognitive disorders or social disadaptation, can be found in a number of mental disorders and somatic diseases. Modern attention, emotional and behavioral changes can be considered as a result of changing human social portrait. Those who question ADHD existence argue that this disorder is likely temperament and parenting matter, rather than the illness, and that the diagnosis and treatment of this illness can be a matter invented by doctors and pharmacists, the aim of which is to tame individuals disregarding public standards of conduct and get the maximum profit from medicines in the treatment of this illness. Due to the fact that ADHD is diagnosed more often, it is even called the twenty-first-century scourge. In this article we will review the historical aspect of formation of ADHD diagnosis, illness etiology, comorbidity with other mental and somatic diseases as well as treatment necessity and opportunities, paying attention to adult ADHD as well.

A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These "need to knows" show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also-and justifiably better-be framed as part of education's primary mission of professionalized socialization.

International journal of social science and human research, 2021

Attention deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in childhood, characterized by inattention, impulsivity, and hyperactivity. Recognizing and diagnosing ADHD in children is mostly during the school period. ADHD negatively affects children's skills necessary for academic success and social adaptation in the school environment. ADHD symptoms are at the forefront of the situations in which the child, not only the parents but also the teachers, directs the family to seek treatment or help. ADHD appears to affect 5-10% of children and 4.4% of adults worldwide. ADHD is a genetically inherited disease that emerges with the effect of genetic factors. For this reason, problems may arise in family functions when there is more than one person with ADHD at home. In this study, DSM-5 diagnostic criteria, models developed for the diagnosis of adult ADHD and what families can do when living with ADHD are shared.