Comment: Accentuate the positive
Rob Rodrigues Pereira
pp 43-43
Once again it’s October and time to celebrate ADHD Awareness Month, and this year’s theme is ‘Knowing is better!’ Knowing is something that would benefit all people who have attention deficit hyperactivity disorder (ADHD) – not only knowing about it themselves, but also others having awareness of and recognising the condition, be they the public, employers, politicians, teachers or doctors. ADHD is found in people across all walks of life, and awareness of ADHD is important because it is one of the most treatable disorders, whether by pharmacological or non-pharmacological methods; awareness can lead to treatment, which minimises risk for those with ADHD and those around them. Awareness is also important to help people recognise the positive traits of a person with ADHD, which can be rewarding for family, friends, work colleagues and society in general. Societies that pride themselves on embracing diversity should include those labelled with a mental health condition by ensuring that they have appropriate employment opportunities – women had a similar struggle to gain acceptance in varied roles in the workplace during the last century.
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Classroom interventions for children with ADHD
Yvonne Groen, Geraldina F Gaastra, Lara I Tucha and Oliver Tucha
pp 44-47
In a typical classroom, children are instructed to remain seated, perform independent seatwork and follow teachers’ instructions. Children with attention deficit hyperactivity disorder (ADHD) may find these classroom demands particularly difficult to adhere to because, by definition, children with ADHD experience difficulty in paying attention, possess more motor restlessness and respond more impulsively to their environment compared with other children. In class, children with ADHD often struggle to sustain attention when carrying out tasks or listening to instructions, frequently call out or talk to classmates at inappropriate times and regularly leave their seat without permission. They commonly show behavioural problems and have difficulty in progressing with their schoolwork, which often results in underachievement. These factors may lead to poor academic outcomes for children with ADHD and contribute to teacher stress, as teachers often do not have the necessary skills to deal with the behavioural problems of these children.
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Abstract watch: Cognition and mood
Nigel Humphrey
pp 48-48
Welcome to this edition’s Abstract watch. As the nights draw in and the lure of a comfortable couch beckons we look at Den Heijer et al’s review of the benefits of exercise on ADHD. Mesquita et al present a useful finding in the diagnosis of ADHD where depression can confuse the picture. Shrieker presents a review of mind-mapping software to aid executive functioning in students and finally, Serrallach et al identify neural biomarkers for ADHD and dyslexia and present an interesting finding on the use of musical instruments.
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Schindler’s gift: how one man harnessed ADHD to change the world
Kevin Roberts
pp 49-51
Intensity, purpose and support. These crucial factors allowed a man who had utterly failed in life to succeed so spectacularly that his deeds will echo down the ages. We must pay close attention to his biographical details because this man’s life offers a potent road map on how people that society labels as different, perhaps unacceptable, can ultimately change the world. Oskar Schindler lied and cheated his way through school and was expelled at the age of 16. He was subject to frequent discipline, much of it corporal punishment, but this did not have the effect his teachers had perhaps hoped for. He became an almost instinctual rebel, an attribute that he would eventually use to serve humanity.
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Monitoring behaviour in children with ADHD: The Web Health Application for ADHD Monitoring
Antonella Chifari and Andrea Bilbow
pp 52-56
Gabriel is eight years old and has been diagnosed with ADHD, one of the most common childhood neurodevelopment disorders characterised by a persistent pattern of inattention and/or hyperactivityimpulsivity that interferes with functioning or development. He attends the third grade of elementary school and his parents are of a middle class socio-economic background. He often fails to pay attention to details and makes errors due to a lack of attention to schoolwork and other activities. He often has difficulty organising tasks and activities and is easily distracted by external stimuli. He is continuously moving, interrupting conversations or games. Teachers do not expect too much from Gabriel; they consider him a difficult child to manage because his behaviour often interferes with daily educational activities. For this reason his parents are often blamed for his lack of progress in his education. Nevertheless, Gabriel does not have access to an educational plan that suits his needs.
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The two sides of ADHD
Alexandra Owens
pp 57-58
Attention deficit hyperactivity disorder (ADHD), and the sometimes chaotic lives of ADHD individuals, can have a significant impact on families. In this viewpoint, mother of three Alexandra Owens describes her life with ADHD, and the different sides of the condition in her marriage.
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Resources: ADHD Australia: a voice at the national level
ADHD Australia
pp 59-59
ADHD Australia is a national body, established in 2014 by five individuals, with the intent of providing a unified voice for individuals living with attention deficit hyperactivity disorder (ADHD) and their loved ones. The organisation was formed in collaboration with ADDults with ADHD, with four board members becoming founding members of ADHD Australia.
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