Internet Addiction in ADHD Students in Colleges

The connection has been linked to impulsivity that often comes with ADHD and affects more females than males. The authors (Chern & Huang, 2018) in their study, linked internet addiction (IA) to academic failure, forms of social withdrawal, and attention-deficit disorder (ADHD), showing a relationship between ADHD traits in Japanese youth to internet misuse. For instance, frequent usage of smartphones and internet use is linked to symptoms in youth with ADHD. The paper will explore and review literature and research on internet addiction in ADHD students in college. 

Surviving ADHD students is one of the most challenging tasks parents and guardians have to deal with at some point in their parenting. It is often easy for one to give up and let the ADHD students grow as they wish to deal with their issues even though they are not competent enough for them. As part of the family, ADHD youths need attention. Teenage is instead a transitional stage in one's life which all adults have had to experience at some point in their lives. Therefore, it is not a new thing when one raises the issues about ADHD students. This paper argues the viability of getting an actionable solution in surviving the ADHD youths with a particular focus on parents as the leading stakeholders in the well-being of the children and adolescents. The author believes that parents must be at the forefront in helping ADHD youths throughout their lives but now specifically looks at ADHD students. 

Despite the changes in the way the teenage problems present themselves today, much of what is evident is similar to past experiences and activities (Ünsalver & Aktepe, 2017). The ADHD students continue to get challenges like teenage sex, drug abuse, addictions, and peer pressure, among others. 

The ADHD youths need the support of first parents, guardians, teachers, and the whole society to go through this stage with minimal problems. Moreover, it is not enough to state the problems of the ADHD students publicize them or have crusades enlightening people about them without solving them. It is also critical to set a clear responsibility structure. This structure is to challenge the concerned parties to deal with teenage problems actively. Even though parents are primarily responsible for ADHD students, sometimes these ADHD students have other people in their lives that play parental roles (Baturay & Toker, 2019).  

Parents must exercise shifting responsibilities to the youth as Chou et al. (2018) state that ADHD students are characteristic of a growing need for responsibility and a sense of autonomy. The ADHD youths want to be free from control; they desire some level of independence. Learning and development intensify at the adolescent stage. Their need for responsibility and autonomy is a vital aspect of growth because the primary goal of parenting is raising the children into becoming responsible adults who will make the right decisions. Most parents find it difficult to adjust to these changes in their children’s lives. Parents have to balance between helping the ADHD students learn and develop and helping them handle the challenges that come with adolescence.   

Zajac et al.(2020) explains that molding ADHD students into intelligent adults involve much of helping them learn and master the skill of making significant decisions of their own. Shifting responsibilities start with training the ADHD youths in particular roles like budgeting, household chores, and deciding a vacation venue or a meal plan. Parents must be willing to train and support their children to be ready for more and more responsibility by day. Planning and deciding areas where the ADHD student have to start making their decisions is critical. The rate at which the parent shifts responsibilities to the youth depends on factors such as the level of comfort of the parent, the degree of the child’s maturity, cultural beliefs, and family traditions. 

Parents need to ensure that the ADHD students can cope with the shift in responsibility and the pace of these shifts. Most ADHD youths will show rebellion and impatience if the pace is too slow or the responsibilities are too little. However, too many roles or a swift pace can be overwhelming to the growing children. Therefore, the parent has to intentionally decide to stop active control over their child’s life and give them more autonomy and responsibility (Tateno et al. 2021). 

  First, the parent has to decide what is personal to the kid or confident the teen is ready to take on. Then, the mother should allow the teen to decide on this one without interfering even if they disapprove of the child’s action on this. The decision pleases the parent they should show their approval. Secondly, the parent should establish potentially harmful or dangerous activities, for example, consumption of alcohol and drug abuse. On these, the parents should say no to and activities that will cost the family an overwhelmingly large sum of money (Evren et al. 2019). Lastly, the parent needs to identify negotiable activities and negotiate with the child depending on the prevailing circumstances.  

All these activities in shifting the responsibilities to the ADHD student will develop them and show whenever they are ready for more responsibilities. Therefore, shifting responsibilities is solely a role of parents or people involved in the parenting of ADHD students and not outsiders. Moreover, the individuals who have the most significant influence on the ADHD youths have been with them for more extended periods, primarily their parents. 

ADHD comes with attention, hyperactivity, and impulse control problems, all of which often develop in one's childhood and continue through adolescence to adulthood. Notably, close to 9% of ADHD students in the United States between 18 and 38 have ADHD (Gul et al. 2018). 

The struggles ADHD students face, for instance, challenges in paying attention, show when they begin schooling; thus, parents and teachers must collaborate in helping the students cope with their ADHD symptoms. Parents have to institute the right culture and environment at home. There are some activities, behaviors, and systems parents can put in place in the home to help the ADHD students from childhood through teenage into adulthood. Parenting is a complex activity, and often the parent has to take on the role of a friend, a teacher, a judge, a counselor, an advisor, a disciplinarian, a father, a mother, among other functions depending on the situations at hand (Shi & Du, 2019). One of the most important things a parent should do is creating an environment of respect. Parents need to teach children to respect from an early age. Respect should be towards parents and older people from children. Furthermore, parents also need to treat ADHD students with respect. All members living in the family need to earn embrace and continually show respect for one another. At the immature stage, the ADHD youths will appreciate and value the culture of respect, making it easy for parents to offer advice and corrections whenever necessary. 

Parents have to do the setting of rules and limiting of privileges. Parents have control over their children's lives, and putting in place house or family rules can help one the respect is in the family. The rules mostly are about household duties, events in the home, visitors, curfews, and consumption of illegal substances (Shen, et al., 2021). However, these rules should be set, putting trust in mind so that the ADHD youths can trust their parents. Resisting harmful, wrong, or those that appear so by parents should be in an amicable manner involving the teen's participation. Parents who rightly set house rules and limits of privileges can keep the ADHD students from hurting themselves (Gunes, et al., 2018). 

Parents should know that ADHD students have a growing desire for privacy. With this in mind, they should consider asking questions to know the truth before taking any actions. This exercise should be done in sober contexts when the parents are not emotionally high to prevent anger outbursts. Knowing the truth about the teen and concerning specific issues will help the mother better assist the teen in achieving independence, getting privacy, and being more self-reliant. Another important thing parents need to know about their ADHD youths is their whereabouts, the persons they are with, and their general activities on different occasions. ADHD students need to share information such as the person they are dating, locations for their party, and individuals involved in the activities they do away from their parents. As much as they can exercise their privacy, they need to share such information for their security and well-being. Parents can get ADHD students to share such information with ease by earning their trust (Hesapçıoğlu & Yeşilova., 2020). 

Parents have to discuss issues about the ADHD youths with the right people in honesty. Parents can talk to teachers, mentors, instructors, friends of their ADHD youths, parents of friends, caregivers, or doctors, among other people concerning their ADHD students. Sebre et al. (2020) agrees that parents should do this truthfully and expect honest answers as well. Surviving ADHD students requires that the parents address issues of their ADHD students with mentioned parties in all transparency. Parents who lie to cover up their ADHD youths are playing with disaster, leading to mistrust or distrust with these people. If consulting these people lying is a complete put-off and is detrimental to surviving the ADHD student.       

Considering the essential nature of language development and speech to human social interactions and life, the researchers sought to determine success for ADHD students in their adult lives.  The ADHD students  communicate using a unique system effortlessly as they learn various languages, arts, and skills in different environments. However, the development of mature linguistic skills and knowledge from adolescence to adulthood does not naturally happen for a handful of ADHD students. Early identification of learning issues in ADHD students and effective intervention can aid in addressing the cognitive and academic which will help prevent the future victimization of ADHD students facing these issues. Past studies found disproportionately problematic outcomes in ADHD college students, such as language impairment and other adulthood advantages (Romo, et al., 2018). 

There are disturbing effects of ADHD students, such as language impairment. Disadvantage their competence in speech and language. Moreover, it increases the chances of suffering certain psychiatric disorders, hampers their intellectual functioning, and derails their educational adjustment. The educational and general life achievement of ADHD students comes under threat due to these disadvantages coupled with psychosocial difficulties. The study focused on the adverse ADHD impacts such as intellectual development for the ADHD students with the accompanying positive or negative effects of the psychosocial and emotional changes they face. The development ability, the environment, and the health of ADHD students and their speech and language impairment put them at risk of future psychosocial and emotional challenges that can be avoidable if timely and effective intervention is taken into account (Kandre et al. 2020).  

The ADHD students exhibit predictable patterns besides an existent irrefutable variation of attainment of various milestones among the ADHD students. The ADHD students show their prowess and understanding differently since their initial verbal inflections. Moreover, their characterization differs at the various stages as they develop their language and could be distinct on the focus. ADHD students experience five stages in their developmental sequence, both in their lexical and syntax progression. The babbling, one-word or holophrastic, two-word phrase, telegraphic, and multiword stages all show the ADHD students' development through repetitive patterns show and understanding. The lexical, functional, and grammatical development of ADHD students faces many challenges as they do not have the same capacity and ability as the rest of the students (Kuss, 2016). 

The ADHD students, in some cases, suffer impairments in their language and speech that compound their suffering rates through anxiety disorders. The problems run throughout their phases of childhood and adolescence. Studies show the association of language impairments and other emotional disorders basing it on previous studies that show emotional issues of anxiety and depression among ADHD students and adults. Moreover, the researchers determined the contribution of language development to anxiety and depression. Lee and his team assessed 4300 ADHD students while matching them with respective controls and with accurate identification. The significant speech and language groups were diagnosed among ADHD students. The findings indicated a noticeable positive test depression and anxiety outcome in the ADHD students' lives, especially in their speech and language deficiencies compared to typical controls. The Cox regression analyses based on gender, age, and comorbidities showed a 95% positive linkage between anxiety disorders to speech deficiencies that show adjusted hazard ratios of (AHR of 2.87, 95%, and a confidence level (CI) ranging between 2.20-3.76 units (Mihajlov & Vejmelka, 2017). 

Parents must promote family unity and clear communication structures and channels. Parents should encourage family unity at all times. Having all family members have their involvement in the vacations, meetings, and family traditions, among others, will help bond the relationships in the family. Furthermore, the teen will be more open to the parents and thus have fewer problems. Lyvers et al. (2021) say that in this age of the internet and tremendous technological advancement, parents must monitor their teen’s access to the outside world. Apart from their physical interactions and social activities, online interactions also affect ADHD students significantly. 

Parents need to know their ADHD youths’ perspectives of the future. Knowing what children think of the future will help parents guide and encourage them through proper discipline and advice as they grow beyond teenage. Learning organizations are businesses that depend on ADHD students as customers, and teachers or instructors are employees (Li et al. 2016). As an integral part of education institutions' success, students face many challenges, such as academic burnout, that contribute to losing interest in learning. Moreover, students invest much money in higher education, and any issue negatively affecting the learning process is a problem for them and the institution alike. Like employees in organizations, students may form POS depending on how they consider their universities or learning institutions invested in their welfare and promote their learning that facilitates academic, career, and personal development (Leupold et al., 2020). It is essential for students enrolled in online learning to make up for the face-to-face assistance and communication with instructors and other academic staff. POS may facilitate student persistence and minimize their educational interest decline and withdrawal from their degree education programs.  

ADHD students differ from traditional students in how they perceive the quality of online programs (Kawabe, et al., 2019). The groups value clear course guidelines and statements about the assessment criteria for their academic work. The traditional and ADHD students studying online want to know what they need to do to score A's. ADHD students have a better sense of the necessary components of an online course, their streamlined and efficient path to scoring A's. The nature of ADHD students in having multiple responsibilities makes their endeavor to ensure that any time they spend on their coursework is productive, beneficial, and applicable to their desired jobs. Due to time limitations, ADHD students demand that the online courses are easily navigable, well-designed, appropriately aligned, and consistently presented. The ADHD students often require that the institutions clearly state their expectations and have a contact person if they encounter challenges along the way. The ADHD students are different from their traditional counterparts in that they need to progress efficiently throughout their studies to attain their learning goals within the limited time they have at their disposal. 

The studies done by Panagiotidi & Overton (2018) relied on the self-reporting of the value they placed on online courses. In their findings, the authors found valuable insights into the ADHD perceptions of online studies. The researchers recommend further triangulation of their conclusions by comparing the perceptual data to actual students' behaviors and learning outcomes. The experiences and perceptions of the ADHD students in their online experiences affect their online study persistence. The ADHD students have expectations that instructors facilitate the satisfaction and learning levels of the ADHD students. 

In the university and college environments, the relationship between ADHD students and instructors or institutions is synonymous with the perceived organizational support between employers and employees. Both relationships have a basis on social exchange and heavily depend on how both parties value each other's contribution to their wellbeing/interests/success. The shift of the occupational landscape in the current education-work environment is increasingly promoting non-traditional studies vital to the international global workforce. Such ADHD students’ programs' objective is to become a springboard for a new career and professional development that integrates theory in practice (Chern & Huang, 2018) . The higher maturity levels among ADHD students more than for the traditional students coupled with the complexity of the ADHD' day-to-day lives implies they have varying expectations and support needs for their learning experiences. Most institutions that have ADHD students’ programs make changes and adjustments to aid the success of ADHD students and practical experience for learners. The support for innovations among ADHD students is a prevalent trend in fulfilling human potential and realizing individual autonomy. 

The changes have a basis in removing both dispositional and situational barriers for non-traditional learners and to aid their participation. However, ADHD students face rigidity challenges in the attendance requirements, which are often incompatible with their other responsibilities (Shi & Du, 2019) . In the current era, the options of place and time have led to greater flexibility and choice. The asynchronous online learning through electronic technology eliminates barriers that could hinder the persistence of ADHD. Increased accessibility in essential services has become a common phenomenon with the increasing demand for ADHD. The institutions additionally have needed to provide more precise institutional information for particular programs necessary for career and other learning goals. Accessibility and guidance on financial aid available for ADHD students contribute to enhancing the programs for ADHD. The access is made available in the provision of orientation and re-entry workshops amid interruptions that lead to reacquainting applicants for college and university studies. 

The significant changes in online learning for ADHD students are fundamental to reorienting the learning transaction that focuses on learners. The instructors take on mentors' and facilitators' roles by working with ADHD students to design individualized curricula. Support for ADHD students can help in the establishment of mutual respect, feedback and trust. The instructors have the role of fostering the spirit of critical reflection and being open to information and new ideas. They contribute to the support of ADHD students through the empowerment and nurturing of self-directed adults. The ADHD students’ institutions have to provide both personal and academic support to sometimes vulnerable non-traditional learners (Tateno et al. 2021). Recognizing value coupled with continuous counseling, attention at entry, and development monitoring is critical for ADHD. Additional support through preparation for leaving programs, career counseling, and exit seminars to deal with new transition anxiety. The learners may require various nonacademic services throughout the program that could comprise personal counseling and handle emergencies.  

According to Ünsalver & Aktepe (2017) ADHD students have impressively adapted to the online learning environments since 2012, with institutions helping ADHD students to serve the community. The authors acknowledge a change in the college classroom environment that was once full of eager students fresh from high school. Today, many learners either have a part-time or full-time job, family responsibilities, and a new breed of college students, ADHD. They are reshaping the structure of higher education in the United States (U.S.). 

The authors posit a positive student-institution relationship due to the mediating role of support and psychological empowerment in their academic pursuit. Like job satisfaction with an excellent employer-employee relationship, the students are willing to continue their studies in the same college or university if they feel valued and well-treated. In the case of employees who have high job satisfaction, it decreases their likelihood of changing their employer, thus becoming more loyal to their employer. A study by Gul et al. (2018) on the impact of psychological empowerment and moderating role on POS and job satisfaction shows similar results. They found a positive correlation between POS psychological empowerment and job satisfaction in their study. Their self-report survey on 936 employees from different manufacturing firms showed that the poorer or, the less they support, the less the job satisfaction. Conversely, employees who thought employers provided enough support and valued their input into the firm's progress reported higher job satisfaction. There were two groups of respondents, with the less satisfied saying they were looking to quitting their job. In contrast, the more satisfied ones saw themselves still working in the same company for at least the following three years with the same employer (Chern & Huang, 2018) .  

There are relationships formed between employers and their employees in the corporate sphere. A long-lasting employment bond is evident where the employer-employee relationship is positive, and in this case, both parties feel their needs are addressed. It is like an exchange relationship where the employer provides logistical, emotional, psychological, and support for their employees to perform their work responsibilities and meet their needs (Settanni et al. 2018). In exchange, employees reciprocate by giving the employer more devotion, loyalty, and engagement. In such cases, the employees and the employers equally feel that promises are kept by each party caring for each other's wellbeing. 

The employees feel appreciated, valued, and given full consideration for their contribution. In the breath of the ADHD students studying online, each of the learners has unique situations. The common aspect is that these learners are not engaged in the degree program but commitments, such as family obligations or employment. In addition, ADHD students have needs such as flexibility from the institution in setting up the times for classes and, in other cases, need options to get things done without necessarily following the institutions' traditional setup. Therefore, it is not surprising that institutions that collect information from ADHD students on their expectations at the start of the program and regularly ask for feedback seem to retain more students than their counterparts who do not. Students who feel they are getting enough support and have their needs met at the institutions show higher persistence and low attrition than those who feel otherwise (Kuss, 2016) . 

Conclusion 

            Even though parenting ADHD youths is an energy-draining experience employing proper mechanisms helps to make it manageable. The process of understanding the ADHD student, respecting them, shifting responsibilities to them contributes to making them more independent and responsible persons. Furthermore, encouraging family unity, monitoring their access to the outside world, setting rules, and limiting privileges will help better get along with the ADHD students. Parents and those exercising parental roles should never shy away from parenting but instead should embrace it because it is their primary responsibility. Parents are must be at the forefront of helping ADHD students and not shying from it. The current trends in our ADHD youths' behaviors and the future give hope to many of our ADHD students getting the right information and direction to grow into responsible adults. 

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