ADHD is a neuropsychiatric disorder that is mostly genetic in origin and is shaped by a number of medical reasons that can affect the baby during pregnancy, birth and postpartum.
ADHD depends on the person's age and life period, school, family, friend relationships, It creates a number of difficulties in work and social life.
What are the different types of ADHD?
Although ADHD mostly presents with the symptoms of both attention deficit and hyperactivity (excessive activity), it can also present with only the symptoms of attention deficit or with only the symptoms of hyperactivity.
Deficit attention and hyperactivity. The type in which hyperactivity symptoms are present together (most common in general)
The type in which attention deficit symptoms are primarily evident (most common in girls)
The type in which hyperactivity symptoms are primarily evident
How common is ADHD?
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ADHD is seen in 5-7% of school-age children.
ADHD begins in childhood and lasts largely (60-70%) until adulthood.
It is 4 times more common in boys than girls. It is very common.
ADHD is seen in 2-4% of adults.
What are the symptoms of ADHD?
The following are generally observed in children due to Attention Deficit Disorder during childhood
*Having difficulty listening to lectures or getting bored easily, being easily distracted by external stimuli,
*Involvement in things outside the lesson as a result of distraction (such as talking with friends, looking outside, playing aimlessly with objects such as paper, eraser and pencil),
br /> *Difficulty doing tasks that require mental effort for a long time or not being able to start at all,
*Frequent daydreaming or absent-mindedness while the lesson is being taught, not seeming to listen to what is being said,
*Noticeable disorganization, lack of planning or Disorganization,
*Overlooking details, doing homework casually,
*Frequently losing your belongings, forgetting to do your homework and bring your belongings back and forth,
forgetting what you have learned quickly,
*Given instructions not being able to follow to the end,
*Don't forget to bring your homework, do your homework and having difficulty in completing homework, postponing it until the last moment,
*Doing only the things he is interested in and enjoys, being reluctant to do things that are within his area of responsibility but do not interest him or do not like (studying, tidying his room, brushing his teeth, etc.),
*Inside or outside the home Experiencing significant difficulties in teaching necessary social rules.
The following are generally observed in children due to Hyperactivity and Impulsivity in childhood
*Inability to stay seated, constantly fidgeting, being on the move
*Disturbing a friend next to you, having difficulty in following the rules, disrupting the order of the class,
*Talking too much, interrupting others, not being able to wait their turn, being impatient,
*Always dealing with something,
*Acting without thinking,
*Having a hard time postponing your wishes,
*Repeating similar mistakes frequently,
*Uncontrolled movements, clumsiness,
*Playing calmly or Having difficulty participating in leisure activities,
*Frequent problems in maintaining friendships despite the ability to make friends quickly,
*Variable mood (easily angry, crying and happy).
/> How does Attention Deficit and Hyperactivity Disorder affect children?
Children who have difficulty listening, understanding and studying their lessons due to lack of attention will have to show academic success below their capacity in all periods of their educational life. Sometimes these symptoms can cause problems that may delay the learning of reading and writing for children who have just started primary school.
Over time, if these children who show academic success below their capacity do not have a sufficient sense of responsibility (considering that studying is often not a very enjoyable activity), listening to lectures or studying is very difficult and a boring one It will start to take shape.
After a while, the activity of listening to lectures or studying will begin to feel like torture to the child, so he will either experience a marked reluctance to go to school, or his mind will be somewhere else while the lesson is being taught at school, and he will be preoccupied with other things outside of the classroom.
Similarly, at home, he will either try to shirk by making excuses such as “my stomach hurts”, “I am thirsty”, “I have to go to the toilet” in order not to study, or he will try to do the lessons quickly and carelessly.
As a result of these, the child who sees that he is not successful enough may, after a while, start to ignore school and lessons, saying, "I can't do it anyway, I can't succeed."
If the child has a sufficient sense of responsibility, he will have to study more than his peers in order to be as successful as his peers due to the attention problem he has. He will only be able to achieve the success that his friends have achieved by working for one hour, by working two or three hours more. Over time, as the difficulty and intensity of the lessons begin to increase, he will see that even if he works harder than his friends, he cannot be as successful as them.
This situation may lead both the environment and oneself to think and evaluate negatively about oneself.
As a result, the child may start internal conversations that can make him/her feel inadequate and unsuccessful, such as “I cannot succeed even if I try hard because I am not smart enough.” Thoughts and evaluations of "I can't do it, I won't succeed", which intensify over time, can cause a significant decrease in the child's self-confidence and can lead to anxiety disorders such as performance-test anxiety, which may prevent the child from getting the full reward even if he works hard.
< br /> The child, whose self-confidence has significantly decreased and who is experiencing intense anxiety, may either say, "I'll play anyway." He may choose to quit the fight completely, saying "I can't do it even if I try", or he may not be able to fully demonstrate his potential due to performance-exam anxiety despite working hard.
Problems related to hyperactivity and impulsivity will lead to a serious deterioration in the child's social adaptation.
Although children with ADHD socialize quickly with their friends; They will face the possibility of not being able to maintain these friendships at the desired level and after a while, due to reasons such as constantly wanting to act as they wish in the circle of friends, disrupting their friends' games, and using verbal or physical force on their friends as a result of getting angry quickly. As such problems occur frequently, he may become a child who is constantly excluded because none of his friends want to play with him.
Due to similar negative behaviors, he may not be able to establish positive relationships with the elders (parents, teachers and other family elders) who are important to him. He may become a child who is constantly angered, shouted at, despised, punished, that is, negatively labeled by the teacher at school, or by the parents and other adults at home, either because of the negative behavior he commits or because of the positive behavior he should have done but could not do.
Due to their difficult nature, these children with ADHD face the risk of not being able to benefit from the positive feedback they need from their parents, other adults who are important to them, teachers and friends. However, the normal rhythm of personality development of a child who cannot be adequately supported and nurtured with positive feedback begins to deteriorate.
As a result of the trauma they have experienced, some of these children may become more aggressive, more irritable and angrier, as well as having a serious lack of self-confidence over time. Some, on the contrary, They may appear to be completely alone, introverted, passive, and lacking in self-confidence.
Children with these characteristics will face more stress in their lives over time due to their difficult nature, and at the same time, they will face more psychiatric problems such as depression, anxiety disorder, and behavioral disorders than other children, as they will not be successful enough in coping with these stress factors. .
Note: The most important thing for a child to become a psycho-socially healthy and self-confident adult is that he/she is unconditionally accepted, loved and valued by his/her family, and the second is that he or she is What is important is that adults provide sufficient positive feedback. The first thing that is required for a child to receive Positive Feedback is that the child is naturally structurally inclined to do positive things, and secondly, opportunities are created by the adults for the child to do positive things or acquire positive characteristics, and these positive things that the child does are noticed by the adults and given to the child.
ADHD symptoms in adolescence
Attention deficit symptoms will tend to continue similar to those in childhood.
*Forgetfulness, absent-mindedness, disorganization,
* Lack of interest in lessons, not being able to perform as expected despite working hard,
* Easily bored,
* Easily giving up,
* Not being satisfied with anything,
* Avoiding responsibilities, activities Discontinuation (such as sports, music, dance courses).
Although symptoms related to hyperactivity and impulsivity generally follow the same course during adolescence, symptoms related to hyperactivity may show some differences.
*Sudden mood changes, quick anger
*Tendency towards anti-social and risky behaviors (carjacking, promiscuous sexual relations, involvement in crime, running away from home, using substances, alcohol and cigarettes),
*Excessive mobility or inner unrest,
*End
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