ADHD

ADHD (Attention Deficit Hyperactivity Disorder) is a behavioral disorder that manifests from early childhood. ADHD refers to a clinical syndrome characterized by impaired concentration and attention, poor impulse control, fluctuating moods, and difficulties such as extreme restlessness or hyperactivity.

In childhood, it is one of the most common psychiatric disorders. Up to 7 percent of school‑aged children are affected, with boys being diagnosed more often than girls. Genetic factors have a major impact - up to 80 percent. Their effect is amplified by environmental influences such as smoking, alcohol consumption during pregnancy, brain injury, premature birth, and low birth weight.

ADHD is most often diagnosed between the ages of 6 and 9, at the beginning of schooling, when demands increase for the child to adapt to various norms and to maintain stable performance.

It is a neurodevelopmental disorder. This disorder often becomes a major burden for the family. Families frequently attribute the child’s unusual behavior to poor parenting out of ignorance. In addition to the challenge of raising a child with ADHD, the family may also experience a rejecting attitude from the surrounding world, which can create psychological pressure on all family members.

ADHD has many forms and may occur with hyperactivity (ADHD) or without it (ADD). ADHD has a biological basis in differences in brain development and function. Impaired ability to maintain focused attention, excessive activity, and impulsivity in these children are caused by differences in brain structure and function. It has been found that disrupted metabolism of neurotransmitters responsible for transmitting signals between nerve cells dopamine and noradrenaline contributes to the development of symptoms.

Reliable diagnosis requires careful monitoring of the child and their development. Hyperkinetic syndrome is relatively difficult to diagnose, even though clear signs of the disorder exist, mainly signs of impaired concentration.

ADHD affects a child's behavior from the moment they wake up, throughout the entire day, at school, during afternoon activities, and in the evening at home. The child also often has significant difficulties falling asleep and staying asleep, which affects the whole family.

How to recognize ADHD

Individual symptoms of the hyperkinetic syndrome can already be observed in infancy. Affected infants often show increased activity, an irregular sleep–wake rhythm, very little sleep, excessive crying and very limited vocalization. Their sensitivity to touch and their eye contact also differ from that of healthy infants. Their activity level is noticeably higher. However, the diagnosis cannot be made before the age of three. Even later, it is often difficult to clearly determine whether the child has ADHD.

In preschool age, between three and six years, symptoms of motor restlessness become visible. Especially during play, the child struggles to stay calm and to persist in an activity. Angry outbursts and difficulty respecting boundaries are also common and can turn an ordinary kindergarten day into a challenging one. Delays can appear in almost all areas of development: in planning and managing activities, in gross and fine motor skills - most visible in drawing tasks. The risk of injuries is several times higher compared to other children. For a young child with ADHD combined with hyperactivity, constant adult supervision is necessary up to about three years of age to prevent accidents.

In school age, the “real” problems begin. The demands placed on the child increase, and the child struggles to sit still, concentrate, listen, and complete assigned tasks. This results in difficulties with reading, writing, and math. Hyperactive children have significant challenges during this period because the structured school schedule requires adaptive behavior. Walking around the classroom during lessons or constantly talking to classmates soon becomes perceived as disruptive by teachers and peers. Conflicts with other children occur frequently, and emotional instability combined with explosive, impulsive behavior complicates social relationships. It is not uncommon for these children to change schools two or three times within the first years of schooling. A child with undiagnosed ADHD is often unable to participate in lessons for longer periods. Any noise or movement in the classroom distracts them. Homework takes very long to complete, and many children “escape” into their own fantasy world. Without professional help and support from teachers, ADHD gradually leads children to feel excluded, different, withdrawn, and unloved. They develop the belief that they can never do anything right, as they are constantly corrected and criticized. School failure often follows because the lack of attention results in poor academic performance.

Teenagers with ADHD often try to avoid these negative feelings by withdrawing from risky or demanding situations, which may lead them to fall out of social relationships. Anxiety or depression frequently develops, and they may become more susceptible to alcohol or drug misuse. Due to their high suggestibility, they may also become involved in problematic peer groups.

Diagnosis:

Diagnosis is not simple and should be carried out by clinical psychologists, neurologists, or psychiatrists. Tests for determining ADHD are already available.

Treatment:

It is now known that some children do not “grow out” of ADHD. Teenagers and adults also struggle with their “differences” and require support. Treatment consists of behavioral therapy, possibly combined with medication.

Children and adolescents with ADHD are also very sensitive and have their strengths. They are often very creative and imaginative, can sense the mood and its changes, and show an exceptional willingness to help. They have a strong sense of justice. They can become deeply absorbed in a topic, engage with it intensely, and achieve impressive results and knowledge.

• neschopnosť sústrediť sa na podrobnosti
• ťažkosti so zachovaním pozornosti pri plnení úloh alebo pri hre, pri rozhovore sa zdá, akoby dieťa nepočúvalo, dieťa nepostupuje podľa pokynov, má ťažkosti s rozvrhnutím úloh a činností, vyhýba sa úlohám, ktoré vyžadujú neprerušovanú duševnú prácu, často stráca veci, ktoré potrebuje, ľahko sa pri práci rozptýli, v každodennej činnosti je zábudlivé
• hyperaktivita - dieťa sa často s niečím pohráva, je neposedné, zdvihne sa zo svojho miesta v situácii, v ktorej by malo sedieť, začne pobehovať bez ohľadu na situáciu, nedokáže sa potichu hrať, má zvýšený rečový prejav a je neustále v pohybe
• impulzivita - dieťa vyhŕkne odpoveď pred dokončením otázky, nedokáže čakať, kým príde na rad, často prerušuje a vyrušuje ostatných