Table of Contents

EXECUTIVE SUMMARY...........................................................................................................2
INTRODUCTION.........................................................................................................................2
PSYCHIATRIC PROBLEMS......................................................................................................3
 MOOD & ANXIETY:..........................................................................................................................3
 SUBSTANCE USE DISORDER:...........................................................................................................4
SYMPTOMS OF ADHD...............................................................................................................5
Inattention Symptoms............................................................................................................................5
Hyperactivity-Impulsivity Symptom.......................................................................................................6
SUBTYPES OF ADHD.................................................................................................................7
1. ADHD, Predominantly Inattentive Presentation (ADHD-PI)...........................................................7
2. ADHD, Predominantly Hyperactive-Impulsive Presentation (ADHD-PI)........................................8
3. ADHD, Combined Presentation (ADHD-C)......................................................................................9
DIAGNOSIS OF ADHD................................................................................................................9
Diagnosis in Children and Teenagers....................................................................................................10
Diagnosis in Adults................................................................................................................................10
DSM 5...........................................................................................................................................11
DSM-5 OUTLINE....................................................................................................................................11
1. Inattention:...............................................................................................................................12
2. Hyperactivity-impulsivity:.........................................................................................................12
ADHD ASSESSMENT TOOLS.................................................................................................14
Informant Questionnaires:...................................................................................................................14
Quality of Life Assessments:.................................................................................................................14
REALATIONSHIP OF ADHD WITH THEORIES OF PERSONALITY............................14
IMPACT ON DAILY LIFE........................................................................................................16
Educational challenges.........................................................................................................................17
Social and interpersonal difficulties.....................................................................................................17
STIGMA AND MISCONCEPTIONS........................................................................................18
COPING STRATEGY................................................................................................................19
1. Structured routines:......................................................................................................................19
CONCLUSION............................................................................................................................20

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 EXECUTIVE SUMMARY

ADHD stands for Attention-Deficit/Hyperactivity Disorder. It's a condition that affects

how your brain works and can make it harder to pay attention, it controls your impulses, and sit

still. People with ADHD may have trouble focusing, get easily distracted, and often act

impulsively they might also have a lot of energy and be constantly on the go. Now, when it

comes to theories of personality, there isn't a direct link between ADHD and personality theories.

Personality theories mainly focus on understanding different patterns of behavior, traits, and

characteristics. ADHD, on the other hand, is more about brain functioning and how it affects

attention and impulsivity. Although certain personality traits might be more commonly seen in

individuals with ADHD, it's important to remember that ADHD is a medical condition and

should be treated as such.

INTRODUCTION

ADHD stands for Attention-deficit/hyperactivity disorder. ADHD is among the most

common neurobehavioral disorders. It carries a high rate of coexisting psychiatric problems

such as oppositional defiant disorder (ODD), conduct disorder, mood and anxiety disorders,

and cigarette and substance use disorders. ADHD is considered a chronic and debilitating

disorder and is known to impact the individual in many aspects of their life including academic

and professional achievements, interpersonal relationships, and daily functioning. ADHD can

lead to poor self-esteem and social function in children when not appropriately treated. Adults

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with ADHD may experience poor self-worth, sensitivity towards criticism, and increased self-

criticism possibly stemming from higher levels of criticism throughout life

ADHD affects an estimated 4% to 12% of school-aged children worldwide with survey

and epidemiologically derived data showing that 4 to 5% of college aged students and adults

have ADHD. In more recent years, the recognition and diagnosis of ADHD in adults have been

increasing although treatment of adults with ADHD continues to lag substantially behind that of

children.

PSYCHIATRIC PROBLEMS

 MOOD & ANXIETY:

Anxiety often defeats the diagnosis and treatment of ADHD. High rates of the various

anxiety symptoms exist in ADHD and may manifest as social, generalized or panic-like

symptoms. Similarly, ADHD increases the likelihood of having a depressive disorder. ADHD

patients frequently grapple with mood and anxiety-related challenges as well.

Systematic studies of children and adolescents indicate rates of ADHD ranging from

57% to 98% in bipolar children; and conversely, rates of bipolar disorder in 22% of ADHD

children and adolescents. There continues to be much controversy about the validity of the

concurrent diagnoses of ADHD and severe mood instability or bipolar disorder. Whereas

ADHD is characterized by the typical cognitive and hyperactive/impulsive features of the

disorder, bipolar disorder is characterized by mood instability, pervasive irritability/rage,

fixation, and lack of response to structure. When individuals experience both sets of symptoms,

they may suffer from both ADHD and BPD.

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 Frustration and impatience may arise from the struggle to sustain attention, contributing

to mood fluctuations and heightened anxiety levels. Rejection sensitivity is another common

aspect, wherein individuals with ADHD may react strongly to perceived criticism or rejection,

intensifying their emotional responses. Social interactions can be particularly challenging, as

impulsivity and inattention may hinder effective communication and relationship-building,

further exacerbating mood and anxiety issues.

 SUBSTANCE USE DISORDER:

Prospective observations of youth indicate that children with ADHD are at increased risk for

cigarette smoking and substance abuse during adolescence. ADHD adolescents and adults

become addicted to cigarette smoking at twice the rate compared to non-ADHD individuals.

ADHD youth become extremely involved with cigarettes, which increases the risk for

subsequent alcohol and drug use.

The impulsive nature often inherent in ADHD can lead individuals to seek immediate

gratification, making them more liable to experiment with substances. Additionally, individuals

with ADHD may turn to substances as a form of self-medication, attempting to alleviate the

emotional dysregulation and difficulties in concentration associated with the disorder. Concerns

of the disadvantage of stimulants and the potential burning of substance abuse secondary to early

stimulant exposure in ADHD children have been raised. The use of stimulant medications, such

as methylphenidate or amphetamines, in the treatment of ADHD has also sparked concerns

about potential misuse or diversion, especially among adolescents and young adults. While

stimulant medications are generally safe and effective when used as prescribed, careful

monitoring is essential to ease the risk of substance abuse.

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 SYMPTOMS OF ADHD

ADHD (Attention-Deficit/Hyperactivity Disorder) is characterized by a combination of

symptoms falling into two main categories:

1. Inattention.

2. Hyperactivity-impulsivity.

It's important to note that individuals with ADHD may exhibit symptoms to varying degrees, and

the presentation can change over time. Below are the key symptoms associated with ADHD:

Inattention Symptoms

Inattention is a core symptom category of attention deficit hyperactivity disorder

(ADHD), a neurodevelopmental disorder that typically manifests in childhood and can persist

into adulthood. Inattention symptoms in ADHD are characterized by difficulties in sustaining

attention, staying on task, and organizing activities.

 Difficulty Sustaining Attention:

Short attention span, easily distracted by unrelated stimuli.

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 May struggle to complete tasks that require sustained mental effort.

 Poor task organization:

Difficulty organizing activities and tasks.

Tends to be forgetful in daily activities.

 Avoidance of Tasks Requiring Mental Effort:

Unwillingness or difficulty engaging in activities that demand sustained mental effort.

May avoid or procrastinate on tasks that require concentration.

 Frequent careless mistakes:

Tends to make errors due to lack of attention to detail.

Overlooks details in schoolwork, work assignments, or other activities.

 Forgetfulness:

Forgetting to complete chores, keep appointments, or fulfill responsibilities.

Easily loses items necessary for tasks and activities.

Hyperactivity-Impulsivity Symptom

Individuals with ADHD may predominantly display symptoms of hyperactivity-impulsivity.

Associated characteristics due to this symptom are as follows:

 Excessive fidgeting or restlessness:

Constantly moving hands or feet, unable to stay seated.

Demonstrates restlessness in situations where it's expected to be still.

 Inability to stay seated:

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 Frequently leaves one's seat, especially in situations were staying seated is expected.

May feel the need to move around constantly.

 Excessive talking:

Talks excessively, interrupting others during conversations.

Difficulty waiting for one's turn to speak.

 Impulsive Decision-Making:

Acts on impulses without considering consequences.

May have difficulty thinking through and planning actions.

 Difficulty waiting for one's turn:

Impatient and struggles to wait for one's turn in activities or conversations.

May interrupt others or exhibit impatience.

SUBTYPES OF ADHD

ADHD is generally classified into three subtypes based on the main symptoms displayed

by an individual. These disorders are characterized by difficulty regulating attention and

behavior. These subtypes are:

1. ADHD, Predominantly Inattentive Presentation (ADHD-PI)

Characteristics: Individuals with this subtype primarily struggle with attention and focus. They

often make careless mistakes, have difficulty sustaining attention, and may seem forgetful in

daily activities. They may struggle with organization and time management.

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Symptoms: Difficulty sustaining attention in tasks or play activities, frequent careless mistakes,

forgetfulness, easily distracted, difficulty organizing tasks, avoidance of tasks that require

sustained mental effort.

Examples: A child with ADHD-PI might have trouble staying focused in school, often forgetting

to turn in assignments or losing belongings. They may appear spacey or daydreaming.

2. ADHD, Predominantly Hyperactive-Impulsive Presentation (ADHD-

PI)

Characteristics: Individuals with this subtype primarily display hyperactive and impulsive

behaviors. They may be fidgety, talk excessively, have difficulty sitting still, are constantly “on

the go”, act out of turn and don’t think about consequences of actions and act impulsively

without considering the consequences.

Symptoms: Fidgeting or tapping hands or feet, inability to stay seated, excessive talking,

impulsive decision-making, difficulty waiting for one's turn, interrupting others.

Examples: A child with ADHD-PHI might have trouble staying seated in class, talking out of

turn, and struggle with impulse control. They may be perceived as restless and may have

difficulty engaging in quiet activities. Children with hyperactive-impulsive type ADHD can be a

disruption in the classroom. They can make learning more difficult for themselves and other

students.

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 3. ADHD, Combined Presentation (ADHD-C)

Characteristics: Individuals with this subtype exhibit a combination of both inattentive and

hyperactive-impulsive symptoms. This is the most common subtype of ADHD.

Symptoms: Both inattentive and hyperactive-impulsive symptoms are present. This can include

difficulty sustaining attention, restlessness, impulsivity, and hyperactivity.

Examples: A child with ADHD-C may struggle with both focusing on tasks and sitting still.

They may exhibit a range of behaviors, including forgetfulness, impulsivity, and difficulty

waiting their turn.

DIAGNOSIS OF ADHD

The diagnosis of ADHD involves a thorough and multifaceted assessment process.

ADHD can be reliably diagnosed in children, adolescents, and adults. Using the current

guidelines, the child or adult patient must meet the criteria in the Diagnostic and Statistical

Manual of Mental Disorders (DSM-IV-TR).It begins with a clinical interview, where a

healthcare professional gathers information about the individual's behavior, developmental

history, and current symptoms. The diagnosis of ADHD is made clinically with scales used in

subordinate manner. The patient’s symptoms, severity of impairment, family history, and

psychosocial stressors may be determined during the patient parent interview. The adolescent’s

behavior and parent-child interaction are observed, and the child’s school, medical, and

neurological status are evaluated. Direct behavioral observation in various settings is conducted

to assess the presence of ADHD-related symptoms.

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 Diagnosis in Children and Teenagers

Diagnosing ADHD in children depends on a set of strict criteria. To be diagnosed with

ADHD, your child must have 6 or more symptoms of inattentiveness, or 6 or more symptoms of

hyperactivity and impulsiveness.

To be diagnosed with ADHD, your child must also have:

Been displaying symptoms continuously for at least 6 months.

Started to show symptoms before the age of 12.

Been showing symptoms in at least 2 different settings – for example, at home and at

school, to rule out the possibility that the behavior is just a reaction to certain teachers or

to parental control.

Symptoms that make their lives considerably more difficult on a social, academic or

occupational level.

Symptoms that are not just part of a developmental disorder or difficult phase and are not

better accounted for by another condition.

Diagnosis in Adults

Diagnosing ADHD in adults is more difficult because there's some disagreement about

whether the list of symptoms used to diagnose children and teenagers also applies to adults. In

some cases, an adult may be diagnosed with ADHD if they have 5 or more of the symptoms of

inattentiveness, or 5 or more of hyperactivity and impulsiveness, listed in diagnostic criteria for

children with ADHD.As part of your assessment, the specialist will ask about your present

symptoms. However, under current diagnostic guidelines, a diagnosis of ADHD in adults cannot

be confirmed unless your symptoms have been present from childhood.

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 If you find it difficult to remember whether you had problems as a child, your specialist

may wish to see your old school records, or talk to your parents, teachers, or anyone else who

knew you well when you were a child. For an adult to be diagnosed with ADHD, their symptoms

should also have a moderate effect on different areas of their life, such as:

Underachieving at work or in education

Driving dangerously

Difficulty making or keeping friends

Difficulty in relationships with partners

DSM 5

The DSM-5, or the Diagnostic and Statistical Manual of Mental Disorders, Fifth

Edition, is a comprehensive guide used by mental health professionals for the classification and

diagnosis of mental disorders. Within the DSM-5, ADHD is categorized as neurodevelopmental

disorder. The manual outlines specific criteria for the diagnosis of ADHD, considering two core

symptom domains: inattention and hyperactivity-impulsivity. To receive an ADHD diagnosis, an

individual must exhibit symptoms that significantly impact their daily functioning in multiple

settings, such as school, work, or interpersonal relationships. The DSM-5 provides a

standardized framework that helps clinicians make reliable and consistent diagnoses, facilitating

effective communication and treatment planning in the field of mental health.

DSM-5 OUTLINE

The assessment relies on criteria outlined in the DSM-5, complemented by standardized ADHD

rating scales filled out by parents, teachers, or the individual. Differential diagnosis is crucial to

rule out conditions with similar symptoms, such as learning disabilities or anxiety.

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The criteria outlined in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth

Edition) for diagnosing ADHD are as follows:

1. Inattention:

Six or more of the following symptoms of inattention have persisted for at least six months to a

degree that is inconsistent with developmental level and that negatively impacts directly on

social and academic/occupational activities:

 Often fails to give close attention to details or makes careless mistakes in schoolwork, at

work, or during other activities.

 Often does not seem to listen when spoken to directly.

 Often does not follow through on instructions and fails to finish schoolwork, chores, or

duties in the workplace

 Is often easily distracted by extraneous stimuli.

 Is often forgetful in daily activities.

2. Hyperactivity-impulsivity:

Six or more of the following symptoms of hyperactivity-impulsivity have persisted for at least

six months to a degree that is inconsistent with developmental level and that negatively impacts

directly on social and academic/occupational activities:

Hyperactivity:

1. Often fidgets with or taps hands or feet or squirms in seat.

2. Often leave seat in situations where remaining seated is expected.

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 3. Often runs about or climbs in situations where it is not appropriate (adolescents or

adults may be limited to feeling restless).

4. Often unable to play or engage in activities quietly.

Impulsivity:

1. Often talk excessively.

2. Often blurts out an answer before a question has been completed.

3. Often has difficulty waiting his or her turn.

4. Often interrupts or intrudes on others (e.g., butts into conversations or games).

C. Additional criteria:

1. Several inattentive or hyperactive-impulsive symptoms were present before the age of

12 years.

2. Several symptoms are present in two or more settings (e.g., at home, school, or work;

with friends or relatives; in other activities).

3. There is clear evidence that the symptoms interfere with, or reduce the quality of,

social, academic, or occupational functioning.

4. The symptoms do not occur exclusively during schizophrenia or another psychotic

disorder and are not better explained by another mental disorder (e.g., mood disorder,

anxiety disorder, dissociative disorder, personality disorder, substance intoxication, or

withdrawal).

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 ADHD ASSESSMENT TOOLS

There are two ways to assess ADHD, and these are:

Informant Questionnaires:

Childhood Behavior Scale - Parent Report

Current Behavior Scale - Partner Report

Quality of Life Assessments:

Adult ADHD Quality of Life Measure

Driving Behavior Survey

Work Productivity and Activity Impairment Questionnaire General Health V2.0

REALATIONSHIP OF ADHD WITH THEORIES OF

PERSONALITY
ADHD can be related to theories of personality, although the connection is not direct and

straightforward. Personality theories mainly focus on understanding different patterns of

behaviors, traits, and characteristics.

ADHD on the other hand, is more about brain functioning and how it affects attention

and impulsivity. The disorder involves behavioral, cognitive, and emotional patterns that

intersect with how personality is conceptualized by different theories. Some of the theories

ADHD can be related with are as follow:

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 1. Trait Theories:

ADHD symptoms, such as impulsivity and inattention, can be correlated with specific

personality traits outlined in trait theories. For example, the Five-Factor Model (Big Five)

includes traits like low conscientiousness and high impulsivity, which may align with certain

characteristics observed in individuals with ADHD. The Big Five personality traits (Openness,

Conscientiousness, Extraversion, Agreeableness, and Neuroticism) provide a broad framework

for understanding individual differences in personality. For instance, impulsivity and difficulties

with organization, traits linked to ADHD, could align with low conscientiousness.

2. Psychodynamic Theories:

Psychodynamic theories, rooted in Freudian principles, might view ADHD symptoms as

expressions of unresolved unconscious conflicts or disruptions in early development. Behavioral

manifestations of ADHD, such as impulsivity, may be seen as defense mechanisms or coping

strategies. In the Freudian framework, the oral and anal stages of psychosexual development

could be loosely connected to certain aspects of impulsivity or attention concerns seen in ADHD.

For example, conflicts during the anal stage (around ages 1 to 3) might be linked to issues of

control and discipline, which can have implications for behavioral regulation.

3. Humanistic Theories:

Humanistic theories focus on self-actualization and personal growth. Individuals with

ADHD may face challenges in realizing their full potential due to difficulties in sustained

attention and impulse control, aligning with humanistic concerns about hindrances to personal

development.

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 4. Cognitive Theories:

Cognitive theories, which explore how individuals process information, may connect

ADHD with difficulties in executive functions such as working memory, attention, and planning.

These cognitive challenges can influence an individual's personality in terms of problem-solving

and decision-making.

It's crucial to recognize that ADHD is primarily a neurodevelopmental disorder, and its

understanding is better served by models that focus on brain function, cognitive processes, and

genetic factors. While personality theories offer a descriptive framework for certain behaviors

associated with ADHD, a comprehensive understanding of the disorder requires consideration of

multiple factors, including neurological and environmental influences.

5. Biopsychosocial Model:

The biopsychosocial model incorporates biological, psychological, and social factors.

ADHD is understood in this framework as arising from a combination of genetic tendencies,

neurological factors, and environmental influences, reflecting a general approach to personality

development.

IMPACT ON DAILY LIFE

ADHD can have a significant impact on various aspects of an

individual’s daily life, leading to educational challenges and social/interpersonal

difficulties.

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 Educational challenges

Difficulty Sustaining Attention:

 Individuals with ADHD may struggle to concentrate during lectures, leading to missed

information and challenges in understanding complex topics.

Organization and Time Management:

 Managing assignments, keeping track of deadlines, and organizing study materials can be

challenging, resulting in incomplete or rushed work.

Impaired Executive Functioning:

 Executive functions, such as planning, prioritizing, and initiating tasks, can be impaired,

affecting the ability to effectively navigate academic requirements.

Social and interpersonal difficulties

Impulsivity in Social Situations:

 Impulsive behavior may lead to social challenges, such as speaking out of turn or making

inappropriate comments, potentially straining relationships.

Difficulty Following Social Cues:

 Individuals with ADHD may struggle to pick up on subtle social cues, making it

challenging to navigate social interactions and understand the perspectives of others.

Restlessness and Disruptive Behavior:

 Hyperactivity can lead to restlessness and difficulty sitting still, potentially disrupting

social activities and making it challenging to engage in quiet or focused conversations.

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Difficulty Maintaining Friendships:

 Unpredictable behavior, forgetfulness, and difficulty following through on commitments

may strain friendships, leading to social isolation.

Time Management in Social Settings:

 Difficulty managing time and being consistently punctual can contribute to

misunderstandings and strained relationships with peers and colleagues.

STIGMA AND MISCONCEPTIONS

Stigma and misconceptions surrounding ADHD persist, contributing to challenges for

individuals affected by the condition. ADHD is often misunderstood as merely a result of

laziness or a lack of discipline, rather than being recognized as a neurodevelopmental disorder

with biological underpinnings. Stigmatizing attitudes can impact individuals across different life

domains, including education and the workplace, where their difficulties may be attributed to

personal shortcomings rather than a neurobiological condition.

Dispelling misconceptions and reducing stigma requires education and awareness

campaigns to foster a more empathetic and informed understanding of ADHD. Encouraging

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open conversations, and highlighting the diversity of ADHD presentations, can contribute to

creating a more inclusive and understanding society for those with ADHD.

MYTH REALITY

ADHD only impacts children. Nope! Adults can live with ADHD too.

ADHD isn’t a thing. We all get distracted. People with ADHD get distracted more

often and with more consequences.

ADHD? They’re just being lazy. It’s not that they don’t want to do

something. It’s that they can’t!

If they tried harder, it wouldn’t be a People with ADHD are often trying very

problem. hard – just with less results to show off

their efforts.

COPING STRATEGY

Coping strategies for individuals with ADHD (Attention-Deficit/Hyperactivity Disorder)

can be diverse and tailored to the specific challenges they face. These strategies aim to enhance

organization, time management, focus, and emotional regulation. Here are some effective coping

strategies:

1. Structured routines:

 Establishing and maintaining consistent daily routines can provide a sense of

predictability and help with time management.

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 2. Break tasks into smaller steps:

 More manageable steps can make them less overwhelming and increase the likelihood of

completion.

3. Time Management Techniques:

 Utilizing time management techniques, such as the Pomodoro Technique (work for a

set time, then take a break), can improve focus and productivity.

4. Prioritization:

 Learning to prioritize tasks and focus on the most important ones first can enhance

efficiency.

CONCLUSION

ADHD is a prevalent world-wide, diverse disorder that frequently persists through adolescence

into adult years. ADHD continues to be diagnosed by careful history with an understanding of

the developmental presentation of normal behavior and symptoms of the disorder. ADHD has

been reconceptualized as a more chronic condition with approximately one-half of children

continuing to exhibit symptoms of the disorder into adulthood. Most individuals with ADHD

have a comorbid disorder: including oppositional, conduct, anxiety, or mood disorders. In

addition, ADHD carries with it significant impairment in academic, occupational, social, and

intrapersonal domains necessitating treatment.

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