Comment: Ensuring our hopes come to fruition
Nikos Myttas
pp 3-3
A warm welcome back to our
readers and a thank you to those of you who wrote to us with feedback.
In this issue, Nigel Humphrey highlights the need to establish, maintain and develop
treatment compliance for attention deficit
hyperactivity disorder (ADHD), especially for adolescents as they approach hurdles and challenges that require increasing levels of autonomy and responsibility (see page
21). All too often, young people’s treatment
is reduced to medication management without the regular and therapeutic consultations that can be used to address
the very essence of ADHD.
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A review of SENCo and GP attitudes towards ADHD
Fintan O’Regan
pp 4-7
Within the general population in the UK, it still appears that some attitudes towards the actual existence of attention deficit hyperactivity disorder
(ADHD) remain sceptical. The media often provide conflicting views that confuse and incite much disinformation regarding the issue.
A number of key professionals are involved in terms of ADHD detection, management and treatment. Two of the most influential and significant
groups involved in the process are school special educational needs co-ordinators (SENCos) and family GPs. This article reports on a recent study of
their approach to ADHD.
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Deciphering the ADHD child’s psychometric profile
Barry Bourne
pp 8-11
In most human conditions, be they physical or psychological, there are characteristically core
symptoms; however, in psychology these are often at borderline levels of symptomatology, making diagnosis difficult (especially where comorbidities
are present). This search for clarity and definitive diagnosis is often encountered in attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD), due in part to high co-morbidity levels with other neurodevelopmental
conditions, such as learning
difficulties, social communication disorders,
developmental co-ordination disorder and Tourette’s syndrome. This has led to a more pragmatic view of ADD and ADHD as dimensional rather than categorical conditions.
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Supporting ADHD in a classroom environment
Andy Bloor
pp 13-14
According to the recently published National
Institute for Health and Clinical Excellence guideline on attention deficit hyperactivity disorder (ADHD), a range of social and educational interventions need to be put in place to support the newly diagnosed child with ADHD before medication is considered. Most teachers, at some point in the course of their day, will have to refocus a child who is unavailable for learning by using a range of strategies, such as: calling a child’s name or asking a pertinent
question, ensuring a child understands a concept or task through positive questioning, or by moving a child away from distractions.
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Coaching clients with ADHD
Jan Assheton
pp 15-17
The Institute for the Advancement of AD/HD Coaching definition of attention deficit hyperactivity
disorder (ADHD) coaching is: ‘AD/HD coaching is a designed partnership that combines
coaching skills with knowledge of Attention Deficit Disorder, a neurobiological condition.
The coaching process enhances quality of life, improves performance and supports growth and change. The purpose of AD/HD coaching is to provide support, structure and accountability. Coach and client collaboratively explore
strengths, talents, tools and new learning to increase self-awareness and personal empowerment. Together they design strategies and actions
and monitor progress by creating accountability
in line with goals and aspirations’.
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ADDISS conference 2009
Judith Monk
pp 19-20
The Ninth International Attention Deficit Disorder Information and Support Service
(ADDISS) conference took place at the Royal National Hotel, London from 30 March to 1
April 2009, chaired by Fintan O’Regan (Behaviour Management Consultant, Epsom), speaker and author on education and ADHD.
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Adolescent ADHD and the importance of concordance
Nigel Humphrey
pp 21-23
Given the range of variables applicable during the adolescent phase, compliance with treatment is a relatively unpredictable phenomenon.
Concordance is important for adolescents with attention deficit hyperactivity disorder (ADHD), as this phase of development encompasses
increased areas of responsibility, including: academic standards for future career selection, the development of intimate relationships, exposure to substances of abuse, continued self-concept development and learning to drive. Thus, it is
crucial to be able to deal with these issues with
sustained concentration, effort, organisation and a good degree of impulse control, all of which can be impaired if the adolescent with
ADHD is not on effective treatment. There are a number of general factors influencing concordance as well as some ADHD-specific factors.
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