UNDERSTANDING ADHD
Until very recently, probably still sometimes, we hear the term “problem child” being referred to those children who are unmanageable, destructive, difficult to control and discipline. Under this broad term are the loners who wouldn’t interact with anybody, the lost children who keep looking out of the window, the aggressively energetic child who doesn’t mind using violence to his advantage and those who would for some reason refuse to write or write horribly. Before the commonalities of Learning Difficulties were established most children who suffered from these were taken non-seriously and often their complaints were waived off as mere excuses. The child who couldn’t articulate the extent of difficulty then began to live with it and adapted to it accordingly. So every time words seemed all jumbled up or numbers became overwhelming the child just switched off his mind and/or began pursuing some other activity. This child was then perceived as the problem child who gets easily distracted or is extremely hyperactive. He/she was perceived in this manner not just by the teachers but by the anxious parents too to whom this behavior of the child would be reported. In the absence of expert professionals the suffering of these children got lost and the torture that the class teacher or the fellow classmates went through became the primary focus.
Picture Link : http://bit.ly/1vk2LKE
Nischay*, a six-year old boy, in a public school was notorious among teachers for being the most difficult child of first-standard. When he was promoted to first standard his kindergarten teacher made it a point to warn his class teacher of first-standard to be exceptionally firm and strict with him right from the very beginning and “tame” him or else he’ll make her life a living hell. He was known to be not just extremely aggressive and hyperactive but also a bit vicious. One teacher also described him as being evil and disturbed. He was said to talk like adults and that there was little that was childlike in him. One incident that had contributed heavily to this image of his was when he was locked inside the washroom by a teacher for an hour while he was in kindergarten. When he was let out he had been crying and as soon as he saw that teacher he looked right into her eyes and said that he is going to take revenge very soon. Everyone thought that this punishment was enough to have taught him a lesson and soon forgot about it. A year later when he was promoted to first standard, one day while playing in the school grounds he saw the very same teacher who had locked him up, entering the teacher’s washroom. He ran as fast as he could and bolted the door as soon as she entered. Very calmly and discreetly he went back to the field to resume playing. The teacher horrified to see the look on his face while he was bolting the door kept banging at it incessantly. After around half an hour someone heard her knocking and screaming and opened the door. She immediately called for Nischay and took him to the Principal and angrily related the whole story to her. The Principal looked at him sharply and asked why did he do it, to which very calmly he responded that his revenge was completed and there’s no reason now for him to do it again so they should relax.
Horrified the Principal and the teachers decided it was high time to do something and called in an emergency meeting with the parents. Both the parents were working professionals and were utterly speechless as he had never displayed any such tendencies at home, in fact he was quite a loving child. Yet at the suggestion of the Principal they took him to a psychiatrist who diagnosed him with ADHD and prescribed medicines for it. Since then his hyperactivity decreased significantly. In fact now he sat in class dazed and confused but still refused to study.
Picture Link : http://bit.ly/1urMYMR
Was medicating him the best thing to do? What would help him otherwise? What was wrong with him? Was he really disturbed and evil? What happened to him later?
These questions become pertinent ones to answer to be able to relate to this child’s condition. Medicating him at such a tender age if not ruled out, could have been delayed for a while and therapy could have been used instead. His class teacher was sensitive to his condition and arranged for him to meet a psychologist who diagnosed him with mild Dyslexia. His main problem was that he could not read and that made it difficult for him to write as well. He wasn’t able to follow what was being taught and hence remained perpetually distracted. Another thing that the psychologist explained to the parents was that this child had a very high IQ. His intellect was way above others his age and hence since most of his mind wasn’t being put to use, his imaginations would run wild, making him talk and think in ways that others found impossible to understand. What further added to his condition was the tag that was attached to his personality of being a problem child. Everyone around him perceived him to be one. What’s more they even started expecting it from him. For instance the teacher who pegged him to be an evil and disturbed child was the same one who had locked him up for an hour in the washroom. Was her reaction justified? Was her punishment justified? It would have been a traumatic experience for any five-year old child and all of them would have reacted to it differently. Aggression had become Nischay’s primary mechanism for dealing with difficult situations, perhaps because aggression merited instant attention to his state. In a total of fifteen sessions Nischay had learnt other coping mechanisms as opposed to aggression. He was introduced to tasks that challenged him intellectually which kept him sufficiently occupied and his attention wavered less improving tremendously his concentration span. His learning difficulty, Dyslexia, now being identified was taken care of by a special educator. With certain changes in the teachers’ and his classmates’ attitudes towards him Nischay is now a better adjusted child both academically and socially.
This case showcases the array of factors that contribute to the condition of Attention-Deficit and Hyperactivity. Predominantly highlighted is the fact that teachers and parents need to be sensitive to a child’s mental state and must seek adequate measures to address it. Another important link that is established is between learning difficulties and ADHD. The relationship between these two needs be understood carefully. ADHD, in addition to being a disorder on its own, sometimes is merely symptomatic of another prevailing condition, for example, a learning difficulty. It is also sometimes characteristic of gifted children. Studies show bright children presenting with similar symptoms as that of ADHD like restlessness, high level of activity and day-dreaming.
ADHD is one of the most common childhood disorders and if not identified or managed well can continue well into adolescence and adulthood. The consequences of this disorder at any developmental stage can lead to maladjustment issues in different spheres of an individual’s life. An individual with ADHD can have either predominantly hyperactive-impulsive, predominantly inattentive or have combined hyperactive-impulsive and inattentive type. The causes for ADHD range from genetic to environmental. Research suggests that children with ADHD carry a particular type of gene that has thinner brain tissues in areas associated with attention. Other studies indicate that cigarette smoking and alcohol consumption during pregnancy can lead to ADHD.
Picture Link : http://bit.ly/1pturI8
Prominent symptoms of Inattention include getting easily distracted, having difficulty focusing on one thing, getting easily bored of one task, day dreaming and difficulty following instructions. Prominent symptoms of Hyperactivity involve incessant talking, continuous fidgeting and squirming, having trouble sitting still, and being constantly in motion. Prominent symptoms of Impulsivity include being highly impatient, blurting out inappropriate statements, interrupting conversations or activities and having difficulty waiting for anything.
It has become imperative now, with the growing awareness about childhood
developmental disorders like ADHD, Learning Difficulties and other behavioral problems to establish functional psychological units in every school which consists of a Psychologist and a Special Educator. Another important requirement is to regularly educate and train teachers and parents so they can immediately report if they notice any symptoms of a difficulty since the parents and the teachers pretty much make up the initial world of the child. Also, schools need to be sensitized towards becoming more accepting and flexible when it comes to
children who present unique personalities. A child’s unique personality should not be tagged as a deviation simply because the institution lacks the necessary insight to identify the child’s inner potential. Creating a more tolerant and nurturing environment both in schools as well as at homes is essential for the young child to blossom.
Offering other outlets, along with academics, to the child in order to expand his/her potential contributes greatly to a child’s healthy and holistic development. Educating a child beyond textbooks in a sensitive and loving manner is a task which if undertaken with sincerity would go great lengths in ensuring your child’s emotional, social and intellectual development.
(*name has been changed)
Author Bio
Asmita Sharma is a practicing clinical psychologist and counsellor. She has completed her B.A. Hons. in Psychology from LSR, Delhi University followed by M.A. in Clinical psychology from Ambedkar University[AUD].
She is fond of reading and writes occasionally in blogs and online journals. Currently she is working with the RAHI foundation (NGO).
Have any queries or suggestions for Asmita? Contact her by emailing at asmitasharma0689@yahoo.com
Have a news story, an interesting write-up or simply a suggestion? Write to us at info@oneworldnews.in
