This paper examines the role that group psychotherapy plays in promoting the development of identity in adolescents who are diagnosed with Attention Deficit Disorder with Hyperactivity (ADHD). Negotiating identity issues is the central task of adolescence (Erikson, 1950). It is also one of the most difficult periods for ADHD adolescents because of their innate and learned sensitivities to the experience of shame. Shame is the feeling we have when we evaluate ourselves using the standards of valued others and of society and determine that we do not meet those standards (Lewis, 1992). Group psychotherapy thus becomes the treatment of choice for adolescents diagnosed with ADHD because the process of group psychotherapy addresses the issues of identity and shame in a way that individual therapy is unable.

Background: Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcus (PANDAS) research is based on the hypothesis that infections trigger changes in behavior and movement in children. Methods: We enrolled 693 children (ages 3 to 12 years) into a systematic, longitudinal study. Data were collected monthly for 8 months (October-May) to determine point prevalence of Group A Streptococcal (GAS) infections, tics, behavior, and choreiform movements. Simultaneous throat cultures were obtained, and relational analyses were made between GAS and movement/observation ratings. Results: Combined behavior/GAS associations (concurrent with or 3 subsequent months to GAS) revealed a strong relationship, relative risk (RR) of 1.71 (p < .0001). Detailed analysis revealed that balance/swaying and non-tic grimacing were responsible for a significant proportion of this association (RR = 2.92, p < .0001). A strong seasonal pattern was found, with fall being more significant for GAS infections and observation ratings (p < .0001) compared with winter/spring. Children with repeated streptococcus (n = 64) showed higher rates of behavior and distal choreiform observations (p = .005). Conclusions: Motor/behavior changes were noted to occur in relationship to positive GAS culture with support that repeated GAS increases risk.

Theories of the neurobiological basis of Attention-Deficit/Hyperactivity Disorder (ADHD) have largely focused on dysregulation of central dopaminergic function. However, other neurotransmitter systems may be implicated in specific cognitive deficits in ADHD. Interest in the potential involvement of nicotinic cholinergic systems in ADHD has arisen in part from the observation that adolescents and adults with ADHD smoke cigarettes at significantly higher rates than people without this disorder. In addition, several studies report that nicotine alleviates ADHD symptoms, and recent neuro-genetics studies indicate that cholinergic systems may be altered in persons with ADHD. In this review, we describe the evidence for a role of central nicotinic cholinergic systems in cognitive deficits in ADHD. We also propose mechanisms by which alterations in cholinergic function may contribute directly and/or indirectly to these deficits. Finally, we identify specific paradigms and models to guide future investigations into the specific involvement of nicotinic cholinergic systems in ADHD, possibly leading to the development of more effective pharmacotherapies for ADHD.

Syftet med studien är att undersöka vilka emotionella dilemman som kan uppstå för personer med ADHD och ett tidigare missbruk. Undersökningens resultat skall sedan bidra till att tydliggöra vilka emotioner som upplevs och hur olika känslomässiga mönster uppstår för individerna. Studiens resultat tar avstamp i svaren från de formulerade frågeställningarna i intervjuguiden. Studien omfamnar vilka minnen individerna har kring tiden för diagnostisering, hur ADHD:n har påverkat deras liv, för- och nackdelar med diagnosen samt uppväxt. Den andra delen av studien innefattar vilka känslor som kan kopplas till ADHD, hur ADHD har påverkar personerna känslomässigt, vilka känslor som kan kopplas till missbruk samt hur emotionella dilemman kan uppstå i nutid. Studien belyser sambanden mellan emotioner och ADHD, hur känslor kan sammanbindas med hjälp av deras flexibla funktioner, emotionell dränering, skam. Missbruksdelen tas med i bakgrunden då även den är viktig. I studien har jag använt mig av fyra personer med ADHD och ett tidigare missbruk. Personerna har varit fria från aktivt beroende under en längre period. Resultatet i min studie visar de emotionella svårigheter och dilemman som kan upplevas hos personer med ADHD. De emotionella svårigheterna uppstår genom en rad emotioner som oftast utlöser- och samspelar med varandra. Sorg, skam, ilska, rädsla, låg självkänsla, rastlöshet är exempel på sådana emotioner som samspelar och bidrar till svårigheter.

Förevarande studie har genom en kvalitativ forskningsmetod i form av semistrukturerade enskilda intervjuer och frågeformulär, med både elever och pedagoger och med ett sociokulturellt perspektiv undersökt hur lärare kan hjälpa elever med en neuropsykiatrisk funktionsvariation i form av ADHD att nå målen i ämnet bild, med hjälp av extra anpassning. Tidigare forskning och undersökningens resultat tyder på att elever med diagnosen ADHD många gånger uppskattar och kan ha stor hjälp av kreativ verksamhet men det krävs rätt verktyg i form av extra anpassningar för att få det att fungera. Diagnosen ADHD ter sig väldigt individuellt och det är en stor skillnad mellan pojkars och flickors ADHD. Resultatet visar att det finns ingen färdig mall att gå efter när det gäller elever med diagnosen ADHD. Lärare i skolan måste alltså prova sig fram och fråga sig, vilka extra anpassningar passar just denna elev? Resultatet visar att starka relationer är att föredra för att skapa en trygghet för eleven och på så vis kunna hjälpa eleven att ta sig igenom en skoldag, planera sitt skolarbete och nå målen i slutändan.

Background: The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) at a prevalence rate of 5-8% has clear public health and service implications. Studies suggest that certain populations, especially those with lower socio-economic status, are not adequately identified and treated. Evidence-based guidelines aim to standardize practice, but implementing them in low-resource environments can be challenging. To assess compliance, clinical audits for ADHD management have been conducted in higher income countries, but, to our knowledge, there have been no such audits in sub-Saharan Africa. Here we performed a clinical audit of ADHD assessment and treatment and compared compliance between two clinic groups in Cape Town, South Africa. Objectives: The primary aim was to measure compliance in a South African context using the National Institute for Clinical Excellence (NICE) guidelines for ADHD as the gold standard. The secondary aim was to compare compliance and socio-demographics between a 'central’ group (attending a treatment site in an area associated with high socio-economic status) and a 'peripheral’ group (attending in areas associated with low socio-economic status) in Cape Town. Methods: A clinical audit was conducted (March-June 2013) on the case notes for 100 'active’ cases of children or adolescents diagnosed with ADHD. The 'central’ group consisted of patients attending the Red Cross War Memorial Children’s Hospital Neuropsychiatry Clinic. The 'peripheral’ group included cases from community clinics in Retreat, Vanguard, Heideveld, and Kensington. Fifty cases were randomly selected from each group. Data were captured using an audit template derived from NICE guidelines, and a socio-demographic template. Results: Overall, of the 17 audit standards tested none showed 100% compliance. Compliance with four standards was rated 'good’ (>80%): qualified diagnostician (86%), clinician contact with teacher (96%), side effect monitoring (84%), and offering Methylphenidate as first line treatment (80%). Compliance with five standards was 'fair’ (50- 79%): DSM-IV criteria documentation (60%), treatment plan including behavioral or psychological interventions (71%), attempted communication in the patient’s primary language (69%), documentation of the child’s perspective (76%), and monitoring treatment response on standard scales (71%). Compliance with eight standards was 'poor’ (< 0.0001); and treatment response monitoring using standard scales (80% vs. 62%, p = 0.047). Conclusions: Overall, compliance with NICE guidelines for ADHD was low. The central group performed better than the peripheral group in key areas, offering a greater array of treatment options and safer monitoring. We recommend the introduction of structured protocols with re-audit as a tool to improve the quality of service delivery and present an audit checklist to be used in future audit cycles.

A mini-dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters in Educational Psychology in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017 / There was a limited amount of research that looked at the experiences of educators teaching learners with Attention Deficit Hyperactivity Disorder (ADHD). Many learners enter schools without a diagnosis of ADHD only to find that they present with the symptoms of ADHD. So, it is important for educators to know these symptoms and what to do with such learners in a classroom. The Department of Basic Education can better understand how to assist educators in order for them to teach ADHD learners effectively. The aim of the study was to explore the experiences of educators teaching learners with ADHD. This study had the following objectives: The first objective was to explore the experiences of educators who teach learners with ADHD. The second objective was to determine whether or not there is adequate training provided for educators to teach learners with ADHD. The third objective was to establish if there are intervention strategies teachers use to teach ADHD learners. The participants in this study were ten (10) educators from three (3) different schools in uMtunzini Circuit, KwaZulu Natal. Themes from the interview were analysed using Thematic Analysis method. The views expressed by educators in most instances were in line with those of the research authors identified in this study. The conclusions amongst others were that educators are experiencing difficulties teaching learners with ADHD. They are challenged in terms of managing ADHD learners in classrooms. It is clear that educators require training to equip themselves with knowledge and skills on ADHD.

Attention-deficit/hyperactivity disorder (ADHD) diagnosed during childhood can continue into adulthood, but most research on the topic has been done on children and adolescents. This research focus has thus often left out the population of adults with this disorder. In particular, there is little research on the role that self-regulation plays in the lives of adults on several life domains, especially in the workplace. The purpose of this qualitative, phenomenological study was to understand the role that self-regulation plays in the occupational functioning of adults with ADHD. Self-regulation theory provided the tenets that were used to examine how adults with ADHD self-regulate their emotions in the occupational setting. A modified version of the Stevick-Colaizzi-Keen method of analysis of phenomenological data was used to analyze transcripts of participant interviews with 11 Adults who have an ADHD diagnosis and at least one year of work experience. The results showed that many of the participants had difficulty with self-regulation, particularly with effectively managing the situation by considering the long-term consequences for their actions. The study has several social change implications. First, the findings might add to scholarly literature regarding the later-life impact of adult ADHD, enabling such changes as additional treatment of ADHD in adulthood and potential accommodations, support, and training on the job. Given the centrality of employment issues in the life of an adult, the findings may provide direction and insight to employers in managing employees with ADHD, making them more productive members of the workplace.

Attention-Deficit Hyperactivity Disorder (ADHD) is currently one of the most frequent problems for which children are referred to mental health clinics in this country, affecting approximately 3-5% of the childhood population. Although adequate assessment and identification of this disorder is imperative, most of the currently existing measures to assess for ADHD in children are inadequate . The present research study involved the development and content validation of a new behavior rating scale prototype for assessing ADHD in the school-age (K-12) population. This research was conducted in five distinct steps: (a) item development; (b) development of the prototype; (c) content validation by an expert panel; (d) evaluation of the prototype; and ( e) modification of the prototype. Initial behavioral descriptors were obtained from a comprehensive and systematic review of the literature related to ADHD in school-age children. Potential items were then reviewed by a panel of experts in the area of ADHD in children. A panel of teachers and a panel of parents rated the usability of the prototype and the overall quality of the items. Two different types of rating formats were developed to help determine, through the content validation and the usability ratings of the prototype, which rating format would be most appropriate and useful for the eventual users of the rating scale. A final version of the prototype was constructed, including the revised items, a rating scale format, instructions to the informant, questions regarding the demographic characteristics of the child being assessed, and a mixed order presentation of the items.

Diagnostic labels are frequently used with children exhibiting symptoms of learning and behavioral disorders. The effect that such labels have on the labeled children as well as their peers is not completely understood. In the present study, the effects of the label "ADHD" on peer acceptance were examined. Fourth- and fifth-grade boys and girls viewed a video of a peer listening to teacher instruction and working on a worksheet. For half of the participants, the child in the video was labeled as having ADHD, while the other participants were told nothing about the child. After viewing the video, the children responded to a questionnaire assessing the likelihood that they would befriend the peer in the video. An analysis of variance revealed that the label resulted in significantly lower friendship ratings. Gender of the participant was not found to impact peer ratings. These results indicate that parents, professionals, and children need to be educated about the effects that labels may have and that labels need to be used with caution. Labeled children may also benefit from counseling about how others may respond to their label.