ADHD: Common but misunderstood condition

The long holidays are here with us and the festive season is around the corner, for parents it’s a time to catch up with the children and spend quality time together.

It also a good time to watch, analyze and evaluate for any conduct or behavioral issues that children may be exhibit, either due to habits picked from peers or normal developmental stages.

One of the common yet misunderstood conditions that parents can watch out for in children is Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a neuro-developmental disorder that affects both children and adults, characterised by persistent patterns of inattention, hyperactivity and impulsivity. These symptoms can significantly impair social, academic and occupational functioning.

The pattern of inattention poses a challenge with following through on tasks, difficulty sustaining attention, being easily distracted as well as difficulty following up on tasks.

The hyperactivity and impulsivity component leads to difficulty remaining seated, excessive fidgeting, interrupting others and impulsive action without considering consequences.

Most of us might have grown with this condition without anyone correctly noticing both at home and at school. All we remember is the negative labeling, expulsions, grounding and punishments meted at both places due to “recurrent irritating” behavior.

Some of the negative labelling includes words like ‘lazy’, which suggests lack of motivation and focus, yet in actual sense those with ADHD, struggle with focusing and completion of tasks.

There is also the ‘disruptive’ label, which denotes an intentional misbehavior without considering that the neurological challenges are caused by hyperactivity and impulsivity.

The labelling of children as bad, criminals or troublemakers, particularly in educational settings where their behaviour may be viewed negatively, lead to stigmatization and isolation from peers, further exacerbating feelings of inadequacy.

Others have been described as being ‘too energetic’, ‘disorganized’ and ‘energetic’. This label can also lead to unrealistic expectations for behaviour in structured environments like classrooms, since it often focuses on deficits rather than recognising the child’s strengths or unique learning style.

This can affect how teachers and parents perceive the children’s abilities and potential. The negative labelling is also a major cause of stigma, internalised shame, and lowered expectations hindering social and academic development, due to exclusion from social groups, frustrations, low self-esteem and negatively impacting one’s mental health.

Modern science though has presented us with modalities to diagnosing and managing ADHD, involving comprehensive approaches that includes clinical evaluation, behavioral assessments, and tailored treatment strategies.

Behavioral therapies are the first line treatment for young children, and they may include parent training programs, teacher training programs and cognitive behavior therapies.

There is a role of tailored educational plans that accommodate learning needs at school, and lifestyle modification like consistent sleep patterns, healthy diet and regular exercises.

Finally, there is always the role of prescribed medication both the stimulant and non-stimulant types that have been shown to improve focus, attention and reduce impulsivity.

- The writer is a licensed psychologist/psychiatrist clinical officer and lecturer KMTC Meru Campus