It is common for kids to daydream during lessons occasionally, forte their homework, get twitchy at the dinner table, and act without thinking. However, there is a thin line between normal children's traits and ADHD signs, including impulsivity, hyperactivity, and inattention. ADHD is characterized by the inability to sustain and marshal attention, moderate impulsive activities, and modulate activity levels. According to CDC, ADHD is a common neurodevelopmental illness that mainly occurs before a child is seven years ( CDC.gov.) . It affects the child's ability to constrain their spontaneous responses, varying from speech to movement. It results in maladaptive traits that do not match the patient's development level and age. Pharmacologic, brain-imaging studies and neuropsychological evidence implicate norepinephrine and dopamine neurotransmitter systems in circuity in the disorder's pathophysiology. Environmental conditions like exposure to lead and head trauma and extremely low birth weight below 1000gas are among the primary triggers of ADHD ( Rappley& Marsha 166 ). It is a mental illness primarily diagnosed in children. Male children are more likely to experience the disorder than female kids. They are usually identified during the initial school years when the kid starts to be less attentive in class. Children who often make inappropriate comments at the wrong time, do not listen or sit still, and cannot follow instructions are sometimes criticized and thought to be trouble makers. However, the children might have ADHD. Therefore, ADHD is a psychological disorder that should be attended to as soon as symptoms are observed.
Types of ADHD
There are three primary types of ADHD: predominantly Hyper-Impulsive Presentation (PHIP), Predominantly Inattentive Presentation (PIP), and Combined Presentation. First, PHIP patients talks and fidget a lot around people and in all environments. They have problems sitting still for long periods, such as when handling homework or during dinner, where younger kids may jump, run, or climb constantly. Also, they have problems with impulsivity by grabbing things a lot, speaking inappropriately, and interrupting people during their activities or conversations. Second, Children with PHIP have trouble waiting for their turn in activities and are involved in many accidents resulting in injuries. On the other hand, children with PIP have difficulties finishing or organizing tasks, following conversations or instructions, and paying attention to details. PIP can easily affect a learner's performance since they are likely distracted during class and pay less attention to exam instructions. Finally, some children experience a combination of PIP and PHIP called the Combined Presentation. The type of disorder is not permanent and can change or become more adverse if not attended to in its early stages.
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Causes of ADHD
There are no exact causes of ADHD since it is not fully understood, but a combination of features is perceived as the possible causes. Also, scientists are studying the risk factors and developing better methods of reducing and managing the chances of children having ADHD. Current research shows that psychological and genetic factors contribute to ADHD. Causes include brain injury, genetics, exposure to environmental risks at a young age or during pregnancy, low birth weight, tobacco consumption, psychological trauma, and premature delivery ( CDC.gov) . Research has recognized several likely variances in the brain structure of children with ADHD and those without. For instance, studies on brain scans indicate that some brain parts of people suffering from ADHA may be small while others are larger. Consequently, other studies suggest that children suffering from this disorder are likely to have neurotransmitters imbalance in the brain or partial disfunction of these chemicals ( Rappley& Marsha 168 ). Psychological factors are considered among the primary trigger of ADHD, which involves severe physical, sexual, and emotional abuse. Children who have lost their loved ones at a young age and are neglected physically and emotionally are likely to suffer from ADHD. The disorder trends run within families where in most cases is thought to be genetically inherent. Children can inherit ADHD from their parents combined with psychological factors. However, the means of ADHD genetic inheritance may be complex and is thought to be connected to more than one genetic fault.
A combination of brain structure and function, psychological factors and environmental factors are the primary cause of ADHD. Early childhood development affects the future outcome of a child. Therefore, if, for instance, is brought up by parents with ADHD in an abusive environment without physical and emotional attention, they are likely to experience ADHD as they grow. They develop hyperactivity to compensate for the attention they do not get from their loved ones. Also, children become impulsive, which shows fear resulting from the traumatizing events they have experienced. Research does not agree that popularly held ADHD causes parenting, excessive sugar consumption, constantly watching TV, or environmental and social factors like family chaos or poverty ( CDC.gov) . Of course, most actors are likely to amplify the disorder's symptoms, but the available evidence is insufficiently robust to support that they are ADHD causes. However, psychologists insist that these factors contribute the most significant part of ADHD development among children, supported by like traits of kids experiencing the disorder inclined to social and environmental factors.
Signs and Symptoms
ADHD symptoms are primarily categorized into two including inattentiveness, and impulsiveness and hyperactivity. Children display these symptoms mostly at school and at home. Inattentiveness behavioral problems include being simply distracted and experiencing short attention spans ( CDC.gov) . Children make careless errors or mistakes in their activities such as school works, constantly losing things, and appearing forgetful. The symptoms can be unnoticeable for the people around a child since they might seem less obvious. They find it difficult to carry out instructions, listen, stick to assignments that may be tedious and time-consuming. They are always on the wrong side of rules in their surrounding environment and seem not to notice. These actions are involuntary but mainly influenced by internal drives making them experience difficulty in task organization and constant change of tasks or activities. Impulsiveness and hyperactivity are concerned with the speech and movement of the patient ( Nhs. uk) . Children are unable to remain still for long periods, especially in quiet and calm surroundings. They constantly fidget, unnecessarily, and excessively speak and act without evaluating the outcome of their actions. Kids with these disorders have excessive physical movements, interrupt conversations, and are less likely to sense danger. Children with ADHD traits are more than expected, negatively affecting their lives since they are mostly misunderstood. They start being avoided by their ae mates and appear disrespectful to their teachers and parents.
Diagnosis
The aptitude to regulate activity, control impulse, and focus attention emerge for all kids in development. Therefore, ADHD diagnosis is founded on a broad history that provokes signs specific to the diagnosis, the symptoms occurrence context, and the degree of the child's behavior inconsistency with their age and persists in inflicting impairment (Rappley & Marsha 169) . These symptoms are directly obtained from the people surrounding the child, including the teachers, parents, and the child's traits. The NICHQ Vanderbilt Assessment Scales for tutors and parents consists of behavior checklists that can assist a physician in assessing children with ADHD ( Rappley & Marsha 170) . Tutors and Parents rate the children's traits based on the time they spend with them on a scale o never to very often; rate the child's interpersonal relationships and academic performance where the score indicates if the impairment meets ADHD's diagnostic criteria. Despite that the checklists show subjective impressions, they open ground for comparing the children with the patient as a similar age. The comparison allows seeing the trends of patients suffering from ADHD and a child with behavior that surpasses normal variations. Consequently, it becomes easier to conclude a diagnosis based on the evidence. ADHD behaviors may coexist or overlap with other mental health disorders. The commonly overlapping conditions include oppositional defiant disorder, anxiety, language and learning disorders, depression, and conduct disorders. Some of these disorders are symptoms of ADHD and can lead to misdiagnosis if not evaluated appropriately.
A careful assessment is warranted by social, motor and language skills development. Also, history is examination is influenced by the child's moods, relationships, temperament, worries, school achievements, and sleeping habits ( Rappley, Marsha 170) . Furthermore, the caregiver should be briefed about the birth and prenatal events like prenatal and prematurity exposure to substances that affect learning and behavioral problems such as cocaine and tobacco. Children's assessment should involve school performance and behavior circumstances like bitter custody moves and frequent moves. Also, it is crucial to determine if the kid's family has a history of ADHD and other mental disorders such as bipolar, anxiety, and tic disorders (Nhk. uk). Although ADHD has no proven diagnosis method, this procedure can effectively help healthcare practitioners and the patient's family identify the disorder's symptoms and act on it during its early stages. It is because ADHD is based on what the mind instructs the child to behave in different circumstances. For instance, a child with impulsive ADHD resulting from physical abuse by the parents is likely to be nervous around the parents. ADHD is a psychological disorder that involves the observable behaviors of children in different settings.
Treatment
ADHD patient treatment focuses on symptoms control which may vary with the child's development, interpersonal relationships, classroom education, and adult life transition. Therapy is directed by measurable expected outcomes in the child's daily activities such as disciplinary cases, academic performance variations, social interactions, and the child's overall character reported by teachers and parents. ADHD can be controlled using behavioral therapies or medication, or a blend of the two. They are most effective for both early stages and early stages, where they are designed not to affect the child's normal development. The treatment methods are behavioral corrective measures with the aid of pharmacological medication.
Behavioral Therapies
ADHD has symptoms that make things difficult for its victims, such as success in school. Behavioral therapy helps ADHD patients learn skills that control their signs and assist them in task management. The primary objective of behavioral treatment is to replace undesirable traits with positive ones ( Nhs. uk) . It accomplishes this by coaching strategies that can improve the areas where patients experience difficulties, such as focus, impulse control, and organization. Some people find this therapy significant in improving their conditions, while the American Academy of Pediatrics advocates for behavior management training for parents with children below six years with ADHD as the first-line treatment before introducing any other medications (CDC.gov). Medication and behavioral therapy are recommended for children above the age of six, where applicable, a combination of the two supplemented by parents' training. The disorder affects the ability of children to sit still or pay attention in school and their relationships with other children and family. They display disruptive behavior, affecting other children or any individuals around them, including their loved ones.
There are several methods to implement behavioral therapy. The child can have their parents as therapists, attend community and school sessions, or receive individualized treatment with specialists. The most common behavioral treatment is available in schools and communities that involves between 8 and 12 weeks of group sessions with kids and their parents provided by social workers or psychologists (Rappley & Marsha 172) . The sessions focus on ADHD understanding enhancement for the parents and children to help them control their unwanted behaviors. Parents can be trained especially for young children to manage their traits when they are diagnosed with ADHD. It is the most effective for children below six years since they cannot attend public sessions. Some parents decide to hire ADHD specialists to control their children's behavior with close monitoring, especially for children adversely affected. However, behavioural therapy evidence base is limited, making it less suitable for patients. Although it is effective and research has proved it can have positive outcomes when correctly implemented, it is not routinely suggested as a first-line treatment for less complicated ADHD cases for schooling children.
Medication
There is strongly supported evidence that the utilization of stimulant medication to manage impulsivity, hyperactivity, and inattention in children. Dextroamphetamine and methylphenidate have constantly reflected safety and efficacy ( Rappley, Marsha 171) . Other types of medicine include Lisdexamfetamine, atomoxetine, and guanfacine, which are effective with a specialist recommendation. These medicines do not permanently cure ADHD but help children achieve mental stability that enables them to be less impulsive, learn and practice new skills, concentrate better and feel calmer. Some medications must be consumed daily, while others can be taken only during school days. Treatment interruptions and routine examinations are vital to evaluate whether the children still need the medicine (Nhs. uk). Specialists discuss which therapy and medication are best for people who have transitioned to adulthood with ADHD. Children's medication approach is different from adults'. They are given smaller doses than adults at first, which can be gradually increased depending on the adversity of the disorder when these medications are recommended. The children need to be regularly taken to a specialist to ascertain the treatment is effective and examine whether the drug has caused any side effects or complications. It is recommended that the child or the kid's parent informs the physician of any side effects they have observed or experienced and whether they feel like the treatment should be changed or halted.
Methylphenidate is the commonly used medication for ADHD. It is a stimulant drug that functions by increasing brain activity in specific areas that are core to controlling behaviors and attention. Primary physicians can prescribe the medicine for children above five years, teenagers, and adults. Methylphenidate can be taken as modified-release tablets consumed once a day, a dose that releases all day, or immediate-release tablets that involve small doses 2 to 3 times a day ( Rappley, Marsha 171) . It has side effects such as headaches, increased blood pressure, and mood swings. Lisdexamfetamine is a stimulant medication on some parts of the human brain. The medication advances concentration, reduces impulsive traits, and helps focus attention. It is recommended for children and teenagers over five years if methylphenidate treatment for at least six weeks has not been effective, while adults can be offered the medicine as the first option ( Nhs. uk ). Its side effects include aggression, dizziness, decreased appetite, headaches, nausea, and vomiting. Dexamphetamine has similar properties and outcomes as Lisdexamfetamine taken once or twice a day. Atomoxetine functions inversely from other medicines since it is a selective noradrenaline reuptake inhibitor. It increases noradrenaline chemicals in the brain. The chemical prevents the child from experiencing hyperactivity by reducing the amount of adrenaline leading to improved concentration and controlled impulses. Common side effects include trouble sleeping, stomach aches, and irritability—Guanfacine acts on some parts of the brain to reduce blood pressure and improve attention.
Despite limited evidence on behavioural therapy, the medications can be best effective when combined with therapy. The medication may have serious side effects, such as atomoxetine, which can damage a little child's brain. Given ADHD is not curable, and needs the affected children to keep taking medication which might lead to addiction ( Slobodin et al.) . Likely, the children will not do without these medications in the future, even after transitioning to adulthood. Therefore, behavioral therapy can be considered a better treatment method since it does not involve drug consumption. A specialist naturally trains the child to control their impulsiveness and hyperactivity. They are coached verbally and through various activities which help them eliminate undesirable conduct. Therapy has been used on many individuals and has been effective. However, in adverse cases, children can take medication as they and undergo therapeutic sessions. The sessions will help them control their behaviors with the help of medicine.
Effects on Culture and Society
Early childhood development influences how a child will turn out to be in the future. It is where children learn about good and evil, future expectations, interaction with people, and responsibility. ADHD is a childhood condition that can negatively influence the traits of children and their present and future outcomes, which affects our culture and society. Children with ADHD can be destructive with inappropriate communication skills, which can seem cool to other children. These influences can lead to the formation of violent gangs and the development of criminals. SUDs, substance, use disorders are indissolubly intertwined with ADHD. It is estimated that 25% of children, especially teenagers experiencing SUD, have ADHD ( Slobodin et al.) . Substance abuse among people who have ADHD is influenced by the traits related to the disorder. The inability to make appropriate decisions can easily influence a child with ADHD to consume drugs. ADHD patients under medical treatment may be addicted to their medicine triggering abuse of other substances. These factors will affect the future outcome of ADHD patients, which indirectly affects the future of our society. When other children are influenced into substance abuse by kids with ADHD or destructive behavior, it suggests fewer stable people in the future to help make the world a better place. It affects our culture of having a generation that will inherit and advance what exists.
Conclusion
Every parent wants a normal life for their children. They want to be healthy, well-behaved, and perform well in academics or what they are talented in. However, childhood mental disorders have destroyed the future of many children and disappointed the expectations of some parents. One of the most severe childhood mental disorders is ADHD which individuals can transition with even to adulthood. It is an attention deficit disorder that negatively influences children's behavior, making them have challenges in performing tasks, communicating, and interacting with others. ADHD is characterized by the inability to sustain and marshal attention, moderate impulsive activities, and modulate activity levels. There are three primary types of ADHD: predominantly Hyper-Impulsive Presentation (PHIP), Predominantly Inattentive Presentation (PIP), and Combined Presentation. Although there are no existing diagnosis procedures, ADHD is diagnosed based on available data about the child from their parents and teachers. The specialists must consider other environmental factors that might trigger traits similar to the symptoms of ADHD. Once the disorder is diagnosed, it can be treated in three ways: behavioral therapy, medication, or a combination of the two. ADHD can negatively impact our culture and society by influencing destructive behavior and substance abuse. Also, it affects the victims' future and the overall future and productivity of society.
Works Cited
CDC.gov. "What Is ADHD?". Centers For Disease Control And Prevention , 2021, https://www.cdc.gov/ncbddd/adhd/facts.html#Types.
Nhs.uk. "Attention Deficit Hyperactivity Disorder (ADHD) - Treatment". Nhs.Uk , 2018, https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/treatment/.
Rappley, Marsha D. "Attention deficit–hyperactivity disorder." New England Journal of Medicine 352.2: 165-173.
Scott, James G., et al. "Childhood mental and developmental disorders." Mental, Neurological, and Substance Use Disorders: Disease Control Priorities, Third Edition (Volume 4) (2016).
Slobodin, Ortal, and Cleo L. Crunelle. "Mini review: socio-cultural influences on the link between ADHD and SUD." Frontiers in public health 7 (2019): 173.
