scholarly journals Clinical Implications of the Perception of Time in Attention Deficit Hyperactivity Disorder (ADHD): A Review

2019 ◽  
Vol 25 ◽  
pp. 3918-3924 ◽  
Author(s):  
Radek Ptacek ◽  
Simon Weissenberger ◽  
Ellen Braaten ◽  
Martina Klicperova-Baker ◽  
Michal Goetz ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Clinical Implications ◽  
Hyperactivity Disorder ◽  
Perception Of Time

Emotion Regulation and Attention Deficit Hyperactivity Disorder

2017 ◽  
pp. 113-128
Author(s):  
Blossom Fernandes ◽  
Roseann Tan-Mansukhani ◽  
Cecilia A. Essau
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Executive Functions ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
Clinical Implications ◽  
Emotional States ◽  
Hyperactivity Disorder ◽  
Prefrontal Cortical ◽  
The Relationship

Chapter 6 describes emotion dysregulation features which are associated with children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). In ADHD adaptive emotion regulation processes are impaired; this negatively impacts the individual’s ability to flexibly select, attend, and appraise emotionally evocative stimuli. This is identified as emotion dysregulation, which occurs when individuals fail to alter emotional states that affect behaviours necessary for achieving one’s goals. This review also examines the relationship between executive functions and emotion dysregulation in ADHD. Successful modulation of emotion occurs as a result of intact executive functions; however, ADHD is characterized by poor executive functions as a result of deficits in the prefrontal cortical networks. Along with describing neural mechanisms associated with ADHD, this review also focuses on the development of emotion dysregulation, clinical implications and current interventions.

Multi-disciplinary assessment of attention-deficit hyperactivity disorder: a tertiary assessment package

1999 ◽  
Vol 23 (7) ◽  
pp. 421-424 ◽  
Author(s):  
H. Kat ◽  
Clay Frake ◽  
Rebecca Sawtell
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Practice ◽  
Attention Deficit ◽  
Pilot Project ◽  
Clinical Implications ◽  
Assessment Protocol ◽  
Hyperactivity Disorder ◽  
Set Up

Aims and methodA tertiary assessment package was set up for the more equivocal cases of attention-deficit hyperactivity disorder (ADHD) who present with problems of inattention, impulsivity and overactivity. The structure of the three-day package was discussed, with an analysis of our experience in assessing 12 children using the pilot project. The package and Its use in clinical practice are presented.ResultsThe pilot project described can be modified into a two-day package.Clinical implicationsAssessment of ADHD conducted in multiple settings inherently has many advantages over single clinic assessment. We suggest that such an assessment protocol can be conducted cost effectively.

Attention Deficit Hyperactivity Disorder (ADHD) in People with Intellectual Disability

2020 ◽  
pp. 75-82
Author(s):  
Kiriakos Xenitidis ◽  
Shazia Zahid ◽  
Caryl Marshall
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Mental Illness ◽  
Intellectual Disability ◽  
Mental Disorders ◽  
Attention Deficit ◽  
Developmental Disorders ◽  
Important Task ◽  
Clinical Implications ◽  
Hyperactivity Disorder ◽  
Research Findings

People with intellectual disability (ID) are more susceptible to mental disorders including mental illness and developmental disorders, such as autism and attention-deficit hyperactivity disorder (ADHD). The identification of comorbidities is an important task for the clinician as, in addition to clarifying the diagnosis, it carries implications for the treatment and prognosis. This chapter aims to explore the association between ID and ADHD and review the key research findings. The validity of the diagnosis of ADHD in ID is considered. The assessment issues relating to the diagnosis of ADHD in this population are discussed. The questions around treatment and management are summarized and, finally, the clinical implications are highlighted.

Attention-Deficit/Hyperactivity Disorder, networks and introjection

2021 ◽  
pp. 053331642110087
Author(s):  
Alasdair Forrest
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Group Analysis ◽  
Clinical Implications ◽  
Detailed Consideration ◽  
Hyperactivity Disorder ◽  
Diagnostic Labels ◽  
The Social ◽  
Social Unconscious ◽  
Adequate Analysis

Group analysts have not much turned their attention to Attention-Deficit/Hyperactivity Disorder. There is only one paragraph on it in this journal—and in fact it was in the newsletter accompanying it (Leal, 2013)—alongside a few incidental references. In part, this may reflect a general distrust of diagnostic labels, particularly those relating to disturbed development, defined medically. It may also reflect the recent lack of attention towards group-analytic formulations of specific psychopathological constructs. Instead, group-analytic writers have recently been particularly interested in the social unconscious and a more detailed analysis of issues of power and positionality. While this is necessary, and no analysis of people social to their core is competent without it, there is also space for a detailed consideration of psychopathology. To advance this, I attempt a group-analytic understanding of the concept of ADHD. I do this because I shall argue it is a clear example of the balance between projection and introjection, and that an adequate analysis of disturbance in a network must account for both sets of processes. I shall also do it to illustrate that such a group-analytic formulation should be possible, and to encourage further group-analytic formulations of other specific psychopathological constructs. Initially, I shall describe the development and utility of the concept, tying it to neurobiological findings, particularly those related to the Default Mode Network. Next, I shall suggest a group-analytic formulation. I shall then go on to describe the clinical implications of taking this approach, and shall describe how ADHD is too important to keep out of the analytic field, and suggest that group analysis has much to offer in the emerging discourse on social interactional neuroscience.

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