Dispelling Myths About ADHD
By Diane McLean, MD PhD
Let’s start with the name – Attention Deficit Hyperactivity Disorder – a technical name that can come with a lot of myths, stigma and anxiety.
What do we know about ADHD?
We know that it is a brain difference that people are born with and carry throughout their lives.
We know that ADHD can be different in each individual.
We know that it can run in families.
We know that while ADHD can affect learning, it is not a learning disorder.
We know that people with ADHD can do anything they set their mind to.
We know that there are multiple aspects to this brain difference – many of which are strengths and others that need support. The nature of this support can vary over time.
Most importantly - We also know that multiple approaches are helpful to treat ADHD and to help kids with ADHD thrive.
Being “Faster” Than Other People
A more inclusive and positive way to pull together the common ADHD symptoms of attention, hyperactivity and impulsivity is to think of the person with ADHD as “faster” then other people. Rather than “inattention”, what that person actually has is “rapid attention”, that is they have a brain that can move quickly from one place of focus to another.
This is both a strength and a difficulty. A teen who is expected to keep their brain on what a teacher is saying in class, or what a parent or friend is saying in other settings, may very well intend to keep that focus, but their brain is so fast and so interested in other things that it moves to many things in a short amount of time. This can often leave the teen with an uncomfortable experience of knowing that they missed something, but not knowing exactly what it is that they missed. Paradoxically, when something is very stimulating or interesting to someone with ADHD, they may hyperfocus on a certain task or activity at the expense of all other things in their environment - they have a hard time shifting their attention in these situations.
Some people with ADHD are ready to move their bodies sooner than others in a situation where sitting still is expected. This is otherwise known as “hyperactivity.” Others may find that their brains are so “fast” that what they say and do comes out so quickly that they don’t have a chance to use their own good judgement to consider the consequences of what they say or do. This is impulsivity. Individuals with ADHD vary on the dimensions of attention, hyperactivity and impulsivity – no two people are exactly the same in these areas.
Thriving with ADHD
Psychotherapy, school and family supports, and medication can all help kids thrive with ADHD and target different components of ADHD. Executive functioning, which is impaired in brains of folks with ADHD, is the aspect of the brain that includes the abilities to plan and achieve goals, solve problems and regulate emotions. While this can include attention and impulsivity, it also includes things such as organization, the ability to start and stay on a specific task and follow through with assignments. School supports and family supports are crucial to help kids with ADHD achieve their best. This can include developing a 504 plan or IEP to match the executive functioning needs of the student with ADHD with school resources and accommodations such as extended time on tests and classroom assignments.
Often kids with ADHD and their families can benefit from psychotherapy to address emotion regulation, set expectations and structure for achieving tasks at home and provide strategies to manage impulsivity and hyperactivity. Some kids with untreated ADHD are emotionally affected by their difficulty to perform adequately at school or at home and develop poor self-esteem, anxiety or oppositional behavior. Psychotherapy is critical to help kids with ADHD develop a strong sense of self and sense of competence, understand ADHD-related causes of anxiety and find more adaptive ways to manage impulsivity.
Medications as “Eyeglasses for the Brain”
Medications are specifically helpful with attention, hyperactivity and impulsivity. ADHD medications, both stimulants and non-stimulants, act as “eyeglasses for the brain”. They are tools that can be empowering for an individual with ADHD. ADHD medications don’t permanently change the brain and they are not addicting – however they allow the individual more choice to place their attention where they want it to be, to have more control over their bodies and to be able to exercise their own good judgement with what they say or do just as eyeglasses help someone achieve better vision and then use that improved vision to accomplish what they want to accomplish.
It is important to note that not everyone with ADHD takes or needs to take medications. Sometimes people can find that a combination of therapy and environmental changes best meet the needs of their brains. Some people who take medications find them helpful at some point in their lives and not needed at other points in their lives, depending on what tasks they are seeking to accomplish. Treatment, just like people with ADHD, is unique and should be personalized. Folks who acknowledge and seek help and treatment for their ADHD should be congratulated for doing what is best for them.
If you think that you or your child may have symptoms that might be consistent with ADHD, check with your primary care doctor and they can assess your symptoms and refer you to psychotherapy, school supports and medication as needed.
DISCLAIMER:
The information, including but not limited to, text, graphics, images and other material contained on this website are for informational purposes only. No material on this site is intended to be a substitute for professional medical advice, diagnosis or treatment.
If you or your child are in crisis or experiencing mental health problems please seek the advice of a licensed clinician or call 988 or Kids Link in Rhode Island.
ABOUT THE AUTHOR:
Diane McLean, MD PhD
Psychiatrist, Bradley REACH
