Adhd
Adhd
Adhd
This booklet reects many discussions, suggestions and comments made by health professionals, professional bodies, lay and voluntary organisations, people with ADHD and their friends and family. Health Scotland would like to thank all of those who contributed in any way to the development of this booklet, for so willingly giving their time, and sharing their expertise and experience. All the quotes in this booklet are from real people. Disclaimer Every effort has been made to ensure that this publication is as up-to-date and accurate as possible. However, new research can sometimes mean that information and recommendations change very quickly. Changes and alterations will be made at the next reprint to reect any new information. While the booklet represents the consensus of good practice, please remember that different circumstances and clinical judgement may mean that you have slightly different experiences. If you have any doubts, worries or fears, then do not hesitate to contact your doctor for reassurance and further explanations.
Published by Health Scotland. Edinburgh Ofce: Woodburn House, Canaan Lane, Edinburgh EH10 4SG Glasgow Ofce: Clifton House, Clifton Place, Glasgow G3 7LS NHS Health Scotland, 2005. ISBN: 1-84485-304-7 Health Scotland is a WHO Collaborating Centre for Health Promotion and Public Health Development. Original text: Geraldine Abrahams Research: Scott Porter
introduction
Attention Decit Hyperactivity Disorder, or ADHD, affects up to 5 out of every 100 schoolchildren. Although it is generally associated with children, it does not always disappear when those young people grow up. Some of the symptoms of ADHD persist in most cases. This booklet is for adults and young people who have ADHD. Its also for families and friends, and for people who would like to know more about how ADHD affects people. It contains information on how to get help and tells you about books you can read. A selection of useful sites on the internet has also been included.
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what is ADHD?
ADHD is noticeable in some children in the pre-school and early school years. It can affect as many as 5% of school-age children in Scotland, which means that in a class of 33 children, it is likely that 2 of them will have ADHD. Boys are four times more likely to be diagnosed than girls. It is now known that at least two-thirds of those children who have ADHD continue to experience the symptoms when they become adults. Teachers have never liked me. I was constantly in trouble at home and at school and my exam grades were always terrible. Why does no one want to play with me? There are several different types of ADHD and they vary considerably. While the most obvious example would be the hyperactive/impulsive type, there is also the daydreaminginattentive type, and some children and adults with ADHD can have a combination of both. Some types of ADHD display anxious, sad or inexible behaviour.
All children are naturally boisterous and energetic but for children with ADHD, such behaviour is exaggerated and that makes it a problem. Children with ADHD can be disruptive. They can take a long time to settle into a task, sometimes have difculty concentrating and it is not unusual for them to have specic learning problems. (Around 20% of children have co-morbid specic learning difculties whereas most childrens learning is affected by their ADHD, because they cannot concentrate). They are often easily distracted, failing to pay attention to what is being said, and not always managing to nish what
they are doing. They can be impulsive, responding too quickly before they have taken time to consider things properly. They often nd it hard to sit still for any length of time, constantly talking and interrupting, and they can be clumsy in the way they relate to people. People with ADHD sometimes have short-term memory problems and learn to overcome that by making lists. Having trouble sleeping is also relatively common and is generally the result of taking stimulant medications for their condition. Their behaviour can be very I love my brother but I frustrating for other people, dont like being seen with especially those who do not him because he keeps understand what is causing it. picking ghts with bigger Other children will leave them out boys and it gets me in of things because they nd their trouble. behaviour annoying, and adults are quick to condemn and judge without examining the reasons behind what they see as over the top behaviour. Children with ADHD are often aware that they are different and Im sad about all the they are very sensitive to all the time Ive lost. criticism they receive. That can have a very negative effect on their self-esteem. Being rejected and misunderstood can be very I feel worthless. hurtful and can have a very negative impact on them. When their condition is not recognised and therefore not treated, they are known to under-perform at school. As the situation worsens, they can become depressed and often have problems with relationships or keeping a job, and sometimes resort to criminal behaviour.
Inattention includes not paying close attention to detail in schoolwork or other activities, not listening when told something, not following instructions or completing tasks and avoiding those that take a mental effort, having trouble organising activities, losing necessary things like assignments or books, being forgetful and being distracted by irrelevant information. Hyperactivity is more physical. It includes dgeting, moving from the seat, running or climbing when it is unsuitable, being unable to play quietly, talking too much and always being on the go. Impulsivity means answering questions before they have been completely asked, impatience at having to wait for things and interrupting other people.
ADHD in adults
We tend to think of ADHD as something only children experience, but over the past 20 years, it has been recognised that many older adolescents and adults have ADHD too. The obvious signs of ADHD in children are not the same for adults, who have to deal with more complex and less easilydened issues. It seemed I was always walking around in a blur. I couldnt concentrate on what people were saying and I couldnt seem to remember anything, no matter how hard I tried. I felt angry and irritated a lot of the time, especially when there was a lot of noise or too many people around.
When ADHD has been unrecognised in children, it can have repercussions when they develop into adults. They may see themselves as undependable, worthless and as failures, and have to learn all over again how to cover up their symptoms. They can be bored with repetitive tasks, fail to focus, plan or organise their lives effectively. They often put off doing things, demonstrate impetuous temper and frustration and have difculty committing to jobs and relationships, which makes others resentful and critical.
understanding ADHD
There is no single cause of ADHD but there is growing scientic evidence that points to both neuro-biological and genetic factors. It is thought that a chemical imbalance in the part of the brain that controls attention, concentration and impulsivity, makes it hard to sort out all the information being received. In addition, there is evidence showing that ADHD often runs in families. Many children with ADHD will have relatives, usually male, who also have ADHD. It is also believed that environmental factors inuence the severity and the course of the disorder. Many parents feel guilty when their child is diagnosed as having ADHD, but it is not caused by poor child rearing methods. However, parents can help their children by being attentive to any changes in their childrens behaviour. Early recognition will give a much greater chance of successful treatment and ultimately to the children fullling their potential and going on to lead full and satisfying adult lives. It is very important that families, teachers and mental health practitioners work together to assess the behaviour and work out the best ways to manage it.
getting help
Before ADHD can be treated, it has to be diagnosed. To diagnose ADHD, mental health professionals ask parents and teachers to observe children and rate their behaviour using specic questionnaires or checklists. These checklists rate behaviours present in most people with ADHD: distractibility, inattention, free associations to other ideas, impulsivity and moodiness, insatiability, temper outbursts and hyperactivity. The best way to treat the symptoms of ADHD and associated problems is by a combination of approaches. Depending on need, the mix may include medication, behavioural therapy, psychotherapy and various educational techniques. A treatment plan unique to each individual should be devised so that people with ADHD can lead as normal a life as possible, enjoy good relationships and foster harmony within the family. It is likely that the treatment will be set up by a specialist child psychiatrist or paediatrician who will then liaise with the family doctor. They may all decide to share the care, provide regular progress reviews and arrange follow-ups. It is really important to access as much information and advice as possible in order to make the best treatment choices. In the case of adults, once diagnosed, many adults learn how to manage ADHD by educating themselves on methods of coping. They often use the same medication as prescribed to children, in a different dosage. Creating a stable structure in their lives, organising and building in time-management and planning skills, is crucial for adults with ADHD. So too is living and working in a positive environment.
medical treatment
Medication is not always necessary and the decision about whether or not a child should take anything should be down to the family in consultation with specialist child psychiatrist or paediatrician. Generally, the medications prescribed for ADHD are psychostimulants. Psychostimulants work by changing or re-balancing the levels of natural chemicals in the brain. These treatments help the controlling and inhibiting part of the brain to work in a more normal way. They increase concentration and induce calmer behaviour. Antidepressants are usually used when individuals do not respond to stimulants or have intolerable side effects from them. They are not as effective however, for those who experience impulsive behaviour. Atomexetine hydrochloride is the rst non-stimulant option for treating ADHD. It works by increasing the levels of a natural chemical called noradrenaline which is involved in passing messages between brain cells. Noradrenaline is important for regulating attention, impulsiveness and activity levels. I felt I was acting like a zombie when I was taking the medication but to be honest, I still preferred being like that than the other way. Medication, which is always given alongside psychological and educational support, does not provide a permanent cure. It does however create a breathing space for children to learn and practice new skills. Not all children with ADHD need medication but those who take it often report that they can think more clearly, understand things better and feel more in control. They also talk about getting on much better with other people.
However psychostimulants should not be taken lightly and it is advisable to talk over any concerns with healthcare professionals. Different medication produces different side effects, including excessive sleepiness or difculty in sleeping, loss of appetite and stomach ache. Some people react better to medication than others. Every individual should have an independent treatment plan. In the past, there was a reluctance to prescribe psychostimulants It was a wonderful to adults but that has changed. feeling, sitting down and However, when treating watching a thirty-minute adults, physical deterioration TV programme without including bouts of insomnia, feeling like I was going loss of appetite, palpitations, to burst. nausea, constipation, blurred vision and dizziness, and the possible presence of other medical conditions, must be taken into account.
Cognitive Behavioural Therapy (CBT) and Dialectic Behavioural Therapy (see Talking about Personality Disorders) help to recognise then break the relationship between upsetting situations and the conditioned reaction to them, relaxing the mind and body so that they can deal better with the mix of emotions they feel. I was always saying really stupid things and acting too wild. I couldnt settle down to study and I only got by because I was clever. Educational techniques are used to help the child perform better at school. To be effective, parents and teachers need to work together. The techniques are designed to teach selfcontrol, improve condence and educational performance through developing positive rather than negative behaviour. Assigning short tasks, helping with study skills and offering regular reminders, for example, can all help. In school, children with ADHD can be offered support with reading, spelling, maths and organisation of their work. Some also prot from working with other health professionals, overcoming language difculties with a speech and language therapist, or learning to coordinate their movements better with an occupational therapist. For children with ADHD, the problem does not stop at the classroom door. Social skills training can help those children with ADHD who have difculty understanding the social rules. It can be hurtful and unnerving when they make mistakes and the other children tease them, but they can be taught in groups to think about how their words and behaviour affect those around them.
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A lot has been said in the press about complementary therapies that can be used alongside or instead of drug treatment. Many of them focus on food. Some parents have noted denite improvements when they take caffeine or articial colourings out of their childs diet. However, there is very little medical evidence to suggest that changing eating habits or using certain herbal remedies, will necessarily benet those with ADHD. And while therapeutic massage, relaxation training, meditation or hypnosis are effective in helping reduce stress in everybody, there is very little evidence to suggest that they will do much more than that for people with ADHD.
practical help
It is not only those with ADHD who nd it lonely and difcult dealing with the problem. Families and friends need a great deal of support in coping too and it can be very comforting for them to meet other people in similar circumstances and to nd out how they manage.
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Support groups offering a drop-in facility, advocacy, a helpline and group meetings can often provide that kind of reinforcement and can also be an important source of practical advice and information. Parents can also attend parenting classes, as well as join associations and self-help groups to ensure their concerns and opinions are heard. Another type of support includes befrienders, a network of people who volunteer to spend time to support people in a crisis. And when families feel overwhelmed, they can seek relief from the stress of caring for someone with ADHD by taking respite breaks. Befrienders and respite breaks can often be accessed through the Social Work Department. Because each individual case is different, the care and support offered to those with ADHD, and to their families, has to be based on their own specic needs.
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children. Although their lives may be chaotic, it is essential that parents somehow nd the strength to provide consistent discipline and a stable, structured family unit. Maintaining strong links with those professionals, the educational, social and medical practitioners who are working together to help the children, is also vital. Their assessment of the treatments success will be based on the information parents can give on any noticeable behavioural changes, improvements or setbacks. Shes driving us all crazy. Shes breaking up the family because the others dont want to live in the mess she creates around her. The weird thing is, she doesnt think shes doing anything wrong. I just cant make her see how hacked off we all feel.
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Make a trial run with the recommended treatment and watch your child closely to see if there are any obvious changes. Make your house an ADHD-friendly space by providing as much structure and predictability as possible, and make rooms accessible so that books, etc. can be easily located. Make rules, complete with rewards and consequences.
For adults with ADHD, relationships can be problematic and their partner, friends and families need enormous patience in dealing with it. Partners often feel that they are forced to take the main organiser role and the stress of that can cause problems. One way of addressing such a situation could be to make lists for both and decide which partner is best suited to each task. It can be very difcult too for family and friends of adults with ADHD who deny that they have it. To be really supportive, they have to nd a way of persuading that person to seek a diagnosis. It is important to note that people with ADHD can have other conditions like depression and anxiety disorders as well (see Talking about Depression and Talking about Anxiety) and that can make diagnosis difcult. However, if the diagnosis suggests ADHD, friends and family should encourage treatment.
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the future
There has been a tremendous breakthrough in the understanding of ADHD and in the research and provision of treatment for managing it. This is likely to continue, and the policy of promoting early diagnosis is likely to result in huge numbers of children and young people being able to live relatively normal lives.
Im probably going to be on medication for the rest of my life, and Im not really too happy about that, but I would never want to go back to the way I was before. I know I have a future now.
With help, most children with ADHD should have settled down by the time they are teenagers and, with the right kind of support, they should be able to catch up on their work and learn how to make friends. As they grow into adults, most learn to channel some of the energy into more socially acceptable activities.
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useful addresses
The national organisations listed below can put you in touch with local sources of help in your area. ADD Information Services (ADDISS) ADDISS Resource Centre 10 Station Road London NW7 2JU Tel: 020 8906 9068 www.addiss.co.uk Thanet ADDers ADD/ADHD Support Group 45 Vincent Close Broadstairs Kent CT10 2ND Tel: 0870 950 3693 Email: support@adders.org www.adders.org.uk ADHD Ayrshire Support Group (ADD It Up) ADD It Up Cranberry Moss Community Centre Cambusdoon Place Kilwinning Ayrshire KA13 6SL Tel: 01294 557146 Breathing Space Scotland Tel: 0800 83 85 87 www.breathingspacescotland.co.uk Condential telephone line for people to call when they are feeling down or distressed.
Hyperactive Childrens Support Group 71 Whyke Lane Chichester West Sussex PO19 2PD Tel: 01243 551313 www.hacsg.org.uk Scottish Intercollegiate Guidelines Network 9 Queen Street Edinburgh EH2 1JQ Tel: 0131-225 7324 www.sign.ac.uk/guidelines/ The Young Minds Parents Information Service 102-108 Clerkenwell Road London EC1M 5SA Tel: 0800 018 2138 www.youngminds.org.uk Scottish Association for Mental Health Cumbrae House 15 Carlton Court Glasgow G5 9JP Tel: 0141 568 7000 www.samh.org.uk NHS 24 Delta House 50 West Nile Street Glasgow G1 2NP Tel: 08454 24 24 24 www.nhs24.com Round the clock health advice and support.
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Willie: Raising and Loving a Child with Attention Decit Disorder by Ann Colin. Published by Penguin Books, 1998. ISBN 061-419867-4 Hyperactive Child: Attention Decit Hyperactivity Disorder A practical self-help guide for parents by Belinda Barnes and Irene Colquhoun. Published by Thorsons, 1997. ISBN 072-253531-7 Understanding ADHD: A Parents Guide to Attention Decit Hyperactivity Disorder in Children by Christopher Green and Kit Chee. Published by Vermillion, 1997. ISBN 009-181700-5 What Works with Children and Adolescents?: A Critical Review of Psychological Interventions with Children, Adolescents and their Families by Alan Carr. Published by Brunner-Routledge, 2000. ISBN 041-523350-X
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Attention Decit and Hyperkinetic Disorders in Children and Young People: A National Clinical Guideline. Published by Scottish Intercollegiate Guidelines Network, 2001. ISBN 189-989362-8 Attention Decit Hyperactivity Disorder: Recognition, Reality and Resolution by Dr Geoffrey Douglas Kewley. Published by Learning Assessment Centre Press, 1999. ISBN 095-347480-1
You Mean Im Not Lazy, Stupid or Crazy?!: Self-help Book for Adults with Attention Decit Disorder by Larry Silver, Kate Kelly and Peggy Ramundo. Published by Simon & Schuster, 1996. ISBN 068-481531-1 Driven to Distraction: Recognising and Coping with Attention Decit Disorder from Childhood through Adolescence by Edward Hallowell and John Ratey. Published by Touchstone, 1995. ISBN 068-480128-0
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