What is ADHD?

Miind My Miind > ADHD > What is ADHD?
attention deficit hyperactivity disorder blue background attention deficit hyperactivity disorder blue

What is ADHD (Attention Deficit Hyperactivity Disorder)

According to a study published in the Indian Journal of Paediatrics, the prevalence rate of ADHD in India is around 7.3%. The study reported that boys were more likely to be diagnosed with ADHD than girls, and children from lower socio-economic backgrounds were at higher risk for ADHD. Keeping these numbers in mind it becomes all the way more important to have a basic idea about the condition and what can one expect if they have any person having the disorder. Hence this article, we will talk about what is meant by ADHD, what are the characteristic symptoms, management of the disorder and the roles and responsibilities of family members.

What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects a person’s ability to pay attention, control impulsive behaviour, and regulate their energy levels. It is a chronic condition that can persist into adulthood and affects people of all ages, genders, and races. This condition affects the functioning of the brain’s prefrontal cortex which is responsible for executive functioning, like attention, planning, organization, working memory, and inhibition of impulses. There are three types of ADHD:

  1. Inattentive type: The person has difficulty paying attention, staying organized, and completing tasks.
  2. Hyperactive-impulsive type: The person is hyperactive, fidgets, and talks excessively, and has difficulty waiting their turn or controlling their impulses.
  3. Combined type: The person has symptoms of both inattention and hyperactivity-impulsivity.

ADHD is typically diagnosed by a healthcare provider after a comprehensive evaluation, which includes assessments of the person’s medical history, behaviour, and symptoms. The criteria for diagnosis can vary depending on age, with different criteria for children and adults.

Symptoms of ADHD:

The symptoms of ADHD can vary from person to person and can change over time. The three main symptoms of ADHD are inattention, hyperactivity, and impulsivity.

  1. Inattention: This involves the following-
  • Difficulty paying attention to details or sustaining attention in tasks.
  • Avoidance or dislike of tasks that require sustained mental effort.
  • Forgetfulness and losing things necessary for tasks.
  1. Hyperactivity:
  • Fidgeting, tapping hands or feet, or squirming in a seat.
  • Difficulty sitting still or staying seated when required.
  • Running, climbing, or excessively moving about in inappropriate situations.
  1. Impulsivity:
  • Impatience, difficulty waiting for their turn, or interrupting others.
  • Talking excessively or blurting out answers before the questions have been completed.
  • Engaging in risky behaviours without considering the consequences.

These symptoms must be present for at least six months and occur in more than one setting, such as at school and at home, to be diagnosed with ADHD.

Roles and Responsibilities of Family Members

Having a child with Attention Deficit Hyperactivity Disorder (ADHD) can bring unique challenges and responsibilities for families. Here are some key roles and responsibilities that can help families better support their children with ADHD:

1)    Advocate: As a parent, it is essential to be your child’s advocate, and work with their school and healthcare professionals to ensure they receive the best support possible. This may involve requesting accommodations, such as extra time on exams or modified homework assignments, and keeping lines of communication open with teachers and healthcare providers.

2)    Educator: Parents of children with ADHD often need to educate themselves and other family members about the condition. It is important to understand the symptoms, treatments, and strategies for managing the behaviours associated with ADHD.

3)    Caregiver: Children with ADHD often require additional support and guidance, which may require more time and effort on the part of the parent or caregiver. This may include helping with homework, managing medications, and providing structure and routine to help the child stay focused and organized.

4)    Emotional support: Children with ADHD may struggle with low self-esteem and self-confidence due to their struggles in academics or social interactions. It is important to provide emotional support and encouragement to build their self-confidence and self-esteem.

5)    Consistency: Children with ADHD often do better with routines and consistent expectations. Parents can help by creating a structured routine and setting consistent rules and boundaries for behaviour.

6)    Collaborator: In order to provide the best support for a child with ADHD, it is important to work collaboratively with healthcare providers, teachers, and other professionals involved in the child’s care.

Overall, the role of a parent or caregiver of a child with ADHD involves being an advocate, educator, caregiver, emotional support, consistency provider, and collaborator. It can be a challenging and demanding role, but by understanding these responsibilities, families can better support their child’s needs and promote their overall well-being.

Management of ADHD

Although there is no sure shot treatment of the disorder, however it’s management involves a combination of medication, behavioural therapy, and lifestyle changes. The primary goal of treatment is to reduce symptoms, improve functioning, and enhance the overall quality of life.

1)    Medication: Stimulant medication, is the most common treatment for ADHD. These medications work by increasing the levels of dopamine and norepinephrine in the brain, which helps to improve attention and reduce hyperactivity and impulsivity. Non-stimulant medications, may also be used.

2)    Behavioural Therapy: involves working with a therapist to develop strategies for managing symptoms and improving behaviour. Cognitive Behavioural Therapy (CBT) is one common approach that focuses on changing negative thought patterns and developing coping skills. Behavioural Parent Training (BPT) may also be used to help parents learn how to manage their child’s behaviour.

3)    Lifestyle Changes: Making lifestyle changes can also be beneficial in managing ADHD symptoms. Some strategies may include regular exercise, healthy eating habits, getting enough sleep, and reducing stress. This in turn may also be helpful to establish routines and structure to help manage daily tasks and activities.

Overall, the most effective approach to managing ADHD involves a combination of medication, behavioural therapy, and lifestyle changes. With proper treatment, individuals with ADHD can learn to manage their symptoms and improve their overall functioning and quality of life.

To conclude we can say that despite the prevalence of ADHD, there is still a significant amount of stigma surrounding the condition. Some people may view ADHD as a personal failing rather than a medical condition, which can make it challenging for individuals with ADHD to seek and receive the support they need. Therefore it is important to provide support to individuals with ADHD, particularly children who may be struggling in academic or social settings. Hence by increasing awareness about ADHD, we can better support individuals with the condition and reduce the stigma that can prevent people from seeking help. With appropriate treatment and support, individuals with ADHD can lead fulfilling and successful lives.

Blog written by mental health professional, Ms. Titiksha

References

ADHD summary. (n.d.).
https://www.bhamcommunity.nhs.uk/EasySiteWeb/GatewayLink.aspx?alId=30899

Ashinoff, B., et al. (2021). Hyperfocus: The forgotten frontier of attention.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7851038/

Boot, N., et al. (2017). Creativity in ADHD: Goal-directed motivation and domain specificity.
https://journals.sagepub.com/doi/full/10.1177/1087054717727352

Chan, E., et al. (2021). Are there resilient children with ADHD?
https://journals.sagepub.com/doi/abs/10.1177/10870547211025629

Controlling anger before it controls you. (2005).
https://www.apa.org/topics/anger/control

Harvey EA, Metcalfe LA, Herbert SD, Fanton JH. The role of family experiences and ADHD in the early development of oppositional defiant disorder. J Consult Clin Psychol. 2011 Dec;79(6):784-95. doi: 10.1037/a0025672. Epub 2011 Sep 26. PMID: 21942501; PMCID: PMC3227539.

Miller, C. (n.d.). Behavioral treatments for kids with ADHD.
https://childmind.org/article/behavioral-treatments-kids-adhd/

Tags:, ,

Contact US

    This will close in 0 seconds

    Contact US

      This will close in 0 seconds

      Dass 21 Questionnaire

      Check your Depression / Anxiety and Stress Level

      /21

      Question

      1 (s) I found it hard to wind down.

       

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      2 (a) I was aware of dryness of my mouth.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      3 (d) I couldn’t seem to experience any positive feeling at all.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      4 (a) I experienced breathing difficulty (e.g. excessively rapid breathing,
      breathlessness in the absence of physical exertion).

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      5 (d) I found it difficult to work up the initiative to do things.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      6 (s) I tended to over-react to situations.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      7 (a) I experienced trembling (e.g. in the hands).

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      8 (s) I felt that I was using a lot of nervous energy.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      9 (a) I was worried about situations in which I might panic and make a fool
      of myself.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      10 (d) I felt that I had nothing to look forward to.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      11 (s) I found myself getting agitated.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      12 (s) I found it difficult to relax.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      13 (d) I felt down-hearted and blue.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      14 (s) I was intolerant of anything that kept me from getting on with what I
      was doing.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      15 (a) I felt I was close to panic.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      16 (d) I was unable to become enthusiastic about anything.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      17 (d) I felt I wasn’t worth much as a person.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      18 (s) I felt that I was rather touchy.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      19 (a) I was aware of the action of my heart in the absence of physical
      exertion (e.g. sense of heart rate increase, heart missing a beat).

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      20 (a) I felt scared without any good reason.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      21 (d) I felt that life was meaningless.

      0 - Did not apply to me at all.
      1 - Applied to me to some degree, or some of the time.
      2 - Applied to me to a considerable degree or a good part of time.
      3 - Applied to me very much or most of the time.

      Your score is

      0%

      Exit

      This will close in 0 seconds

      Locus of control

      A big question we all feel - am I in control of my life?

      This test helps you ascertain the degree of control that you believe  you have over your life and the events that occur. This belief plays a huge role in the satisfaction levels that we feel.

      /10

      1 / 10

      Is there some bad habit, such as smoking, that you would like to break but can’t?

      2 / 10

      Do you take steps, such as exercise and diet to control your weight and fitness?

      3 / 10

      Do you believe that your personality was firmly laid down in childhood so there is little you can do to change it?

      4 / 10

      Do you make your own decisions, regardless of what other people say?

      5 / 10

      Do you find it a waste of time to plan ahead because something always causes you to change direction?

      6 / 10

      If something goes wrong, do usually reckon it’s your own fault rather than just bad luck?

      7 / 10

      Are most of the things you do designed to please other people?

      8 / 10

      Do you often feel you are the victim of outside forces you cannot control?

      9 / 10

      Do you usually manage to resist being persuaded by other people’s arguments?

      10 / 10

      Are you sceptical about the extent to which your horoscope can tell you what you should do and what’s going to happen to you?.

      Your score is

      This will close in 0 seconds

      Drop us a Query

        This will close in 0 seconds

        Contact Form

          This will close in 0 seconds

          How do You Cope with Anger?

          (The Behavioural Anger Response Questionnaire, BARQ)

          What do you most likely to do when you experience anger? This 34-item measure assesses your anger responses for children and adolescents – and may tell you which response you tend to favour when experiencing this strong, unpleasant emotion. A list of statements are provided below. State whether each of the statements are not true, sometimes true, or often true. This measure was developed specifically for children and young adolescents.

          /34

          1 / 34

          I say something nasty to the person who made me angry.

          2 / 34

          I use strong gestures (for example, make a fist, wave my arms, or give a hand sign).

          3 / 34

          I swear or curse, at the person who made me angry.

          4 / 34

          I hit or push the person who made me angry.

          5 / 34

          I express my anger by slamming a door, or hitting something.

          6 / 34

          I shout.

          7 / 34

          I wait until I am calm again and then talk to the person who made me angry. 

          8 / 34

          I carefully think it over and then tell the person who made me angry how I feel.

          9 / 34

          In a calm voice, I tell the person who made me angry how I honestly feel.

          10 / 34

          I try to understand what happened, so I can explain things to the person who made me angry.

          11 / 34

          I stay calm, and I try to talk about the problem and the person who made me angry. 

          12 / 34

          I leave the situation in order to calm down, and then try to solve the problem.

          13 / 34

          I do not show my anger but I talk about what happened with someone afterwards.

          14 / 34

          I leave the situation and look for someone who will agree with me.

          15 / 34

          I leave the situation, find someone to listen to my story, and ask for advice. 

          16 / 34

          I think about the problem first and then talk about it with someone.

          17 / 34

          I leave the situation and call a friend or family member to tell him/her how I feel. 

          18 / 34

          Even without planning it, I usually end up talking about my feelings with someone.

          19 / 34

          I get rid of my anger by playing music, writing, or painting. 

          20 / 34

          I just keep busy, until I stop feeling angry.

          21 / 34

          I work off my anger by doing some sport. 

          22 / 34

          I stay on my own to get rid of my anger.

          23 / 34

          I simply get very busy with other things to get rid of my anger.

          24 / 34

          I work off my anger by doing something else, like playing on the computer.

          25 / 34

          I tell myself that what happened is not important.

          26 / 34

          I try to forget what happened.

          27 / 34

          I put what happened out of my mind.

          28 / 34

          I do not want to have to cause trouble, so I keep my feelings to myself.

          29 / 34

          I just wait to feel better.

          30 / 34

          I try to keep busy so I can forget about what happened.

          31 / 34

          I keep thinking about what I wish I had done, but didn’t do.

          32 / 34

          I find it hard to stop thinking about what happened.

          33 / 34

          I am upset for a long time after this kind of situation.

          34 / 34

          In my mind, I go over the situation that made me angry again and again.

          Your score is

          This will close in 0 seconds

          Are You Kind to Yourself?

          (The Self-Compassion Scale – Short Form, SCS-SF)

          Are you kind to yourself, and accepting of your personality? Self-compassion relates to your ability to ‘hold one’s suffering with a sense of warmth, connection and concern (Neff, 2003). This ability consists of self-kindness, self-judgement, the view that others suffer too (common humanity), feelings of isolation from others when one fails, as well as mindfulness towards one’s difficult situation and the extent to which one over-identifies with failure. This 12-item measure assesses your self-compassion ability. Simply answer each statement from ‘almost never’ to ‘almost always’ to indicate the extent to which you engage in these behaviours during difficult times of challenge and setbacks.

          /12

          1 / 12

          When I fail at something important to me I become consumed by feelings of inadequacy.

          2 / 12

          I try to be understanding and patient towards those aspects of my personality I don’t like.

          3 / 12

          When something painful happens I try to take a balanced view of the situation.

          4 / 12

          When I’m feeling down, I tend to feel like most other people are probably happier than I am.

          5 / 12

          I try to see my failings as part of the human condition.

          6 / 12

          When I’m going through a very hard time, I give myself the caring and tenderness I need.

          7 / 12

          When something upsets me I try to keep my emotions in balance.

          8 / 12

          When I fail at something that’s important to me, I tend to feel alone in my failure.

          9 / 12

          When I’m feeling down I tend to obsess and fixate on everything that’s wrong.

          10 / 12

          When I feel inadequate in some way, I try to remind myself that feelings of inadequacy are shared by most people.

          11 / 12

          I’m disapproving and judgmental about my own flaws and inadequacies.

          12 / 12

          I’m intolerant and impatient towards those aspects of my personality I don’t like.

          Your score is

          This will close in 0 seconds

          How Mindfully Aware and Attentive are You?

          (Mindful Attempt Awareness Scale; MAAS)

          Being mindful means being consciously, deliberately attentive towards your present circumstances and environment, and being curious and non- judgmental towards the thoughts and emotions that arise as a result of one’s situation. This 15-item measure of mindfulness, called the Mindful Attempt Awareness Scale (MAAS) is designed to assess how mindful you generally are.

          /15

          1 / 15

          I could be experiencing some emotion and not be conscious of it until sometime later.

          2 / 15

          I break or spill things because of carelessness, not paying attention, or thinking of something else.

          3 / 15

          I find it difficult to stay focused on what’s happening in the present.

          4 / 15

          I tend to walk quickly to get where I’m going without paying attention to what I experience along the way.

          5 / 15

          I tend not to notice feelings of physical tension or discomfort until they really grab my attention.

          6 / 15

          I forget a person’s name almost as soon as I’ve been told it for the first time.

          7 / 15

          It seems I am “running on automatic” without much awareness of what I’m doing.

          8 / 15

          I rush through activities without being really attentive to them.

          9 / 15

          I get so focused on the goal I want to achieve that I lose touch of what I’m doing.

          10 / 15

          I do jobs or tasks automatically, without being aware of what I’m doing.

          11 / 15

          I find myself listening to someone with one ear, doing something else at the same time.

          12 / 15

          I drive places on “automatic pilot” and then wonder why I went there.

          13 / 15

          I find myself preoccupied with the future or the past.

          14 / 15

          I find myself doing things without paying attention.

          15 / 15

          I snack without being aware that I’m eating.

          Your score is

          This will close in 0 seconds

          The brief resilience scale

          (Brief Resilience Scale, BRS)

          The Brief Resilience Scale was created to assess the perceived ability to bounce back or recover from stress. The scale was developed to assess a unitary construct of resilience, including both positively and negatively worded items.

          The possible score range on the BRS is from 1 (low resilience) to 5 (high resilience).

          /6

          1 / 6

          I tend to bounce back quickly after hard times.

          2 / 6

          I have a hard time making it through stressful events. 

          3 / 6

          It does not take me long to recover from a stressful event. 

          4 / 6

          It is hard for me to snap back when something bad happens.

          5 / 6

          I usually come through difficult times with little trouble. 

          6 / 6

           I tend to take a long time to get over setbacks in my life.

          Your score is

          This will close in 0 seconds

          The Warwick-Edinburgh Mental Well-being Scale

          (WEMWBS)

          The WEMWBS was developed and tested by a group of researchers at the Universities of Edinburgh and Warwick.
          The WEMWBS is used to measure subjective well-being in adults ≥16 years.

          As defined by the developers, mental well-being relates to a person’s psychological functioning, life-satisfaction and ability to develop and maintain mutually benefiting relationships. Psychological wellbeing includes the ability to maintain a sense of autonomy, self acceptance, personal growth, purpose in life and self esteem. Staying mentally healthy is more than treating or preventing mental illness.

          Below are some statements about feelings and thoughts. Please tick the box that best describes your experience of each over the last 2 weeks

          /14

          1 / 14

          I’ve been feeling optimistic about the future

          2 / 14

          I’ve been feeling useful

          3 / 14

          I’ve been feeling relaxed

          4 / 14

          I’ve been feeling interested in other people

          5 / 14

          I’ve had energy to spare

          6 / 14

          I’ve been dealing with problems well

          7 / 14

          I’ve been thinking clearly

          8 / 14

          I’ve been feeling good about myself

          9 / 14

          I’ve been feeling close to other people

          10 / 14

          I’ve been feeling confident

          11 / 14

          I’ve been able to make up my own mind about things

          12 / 14

          I’ve been feeling loved

          13 / 14

          I’ve been interested in new things

          14 / 14

          I’ve been feeling cheerful

          Your score is

          This will close in 0 seconds

          This will close in 20 seconds

          Role Fitment

          The Warwick-Edinburgh Mental Well-being Scale (WEMWBS)

          This will close in 0 seconds

          Copy - Personality Tests

          SCS(Self Compassion Scale)

          The brief resilience scale

          This will close in 0 seconds

          X