ADHD Reflective Log

REFLECTIVE LOG IMPACT OF ADHD ON CHILD'S LIFE

INTRODUCTION

The purpose of this work is to provide a reflective log that addresses impact of ADHD on child's life. The aim of a reflective log is to offer insight into personal experiences that have been gained from my own personal experiences, individual academic study and actual practice.

The specific psychotherapeutic issue that will be addressed in this reflection is that of Attention Deficit Hyperactivity Disorder (ADHD). In recent years, the assessment of ADHD has become increasingly important within psychology. In particular, this reflection seeks to highlight the degree to which ADHD impacts upon the life of a child suffering from the disorder. It will be shown

In particular, ADHD causes a dysfunction in the brain which results in number of symptoms, all of which are related to behavioural patterns (Matson, 2009). As such, those suffering from ADHD generally exhibit symptoms in the form of behavioural problems including difficulty maintaining attention, increased hyperactivity or impulsiveness (NHS, 2014). Widespread debate exists as to the underlying causal factors that lead to the development of ADHD and thus it is generally credible to argue that a clear cause for the disorder is yet to be found, although Reid & Johnson (2011: 15) suggest that “evidence points to a neurological cause”. ADHD occurs in people regardless of levels of intelligence. Moreover, although the disorder is sometimes diagnosed in adults, it is generally the case that diagnosis occurs in children. In particular, alterations in social circumstances such as beginning full time education can bring on the symptoms of ADHD (NHS, 2014). Generally speaking, the symptoms that develop in children can be split into two component parts; “inattentiveness and hyperactivity or impulsiveness” (NHS, 2014:

Such impact will clearly resonate in later adult life, however, it is also essential to highlight the degree to which poor academic performance among children with ADHD is something that diverges depending on age. In particular, Harpin (2005) suggests that in preschool years, the impact of ADHD is less pronounced as many children of that age are inclined to compulsive behaviour and a lack of attention span. However, as children progress through the structures of education systems such as primary and secondary education, ADHD has a greater effect both on academic performance and on interpersonal relationships with other children. In particular, Harpin (2005) points out that primary level education represents the time when children often become more aware of their surroundings and the social world in which they live. As such, this is the period when children can be viewed as being different from the norm and thus the early stages of social exclusion begin to manifest themselves. Moreover, the problems highlighted above with regards to family can also become more protracted during the primary education period, thus enhancing the negative impact ADHD has on the life of children who suffer the disorder (Lougy et al,