Understanding ADHD: More than Just Hyperactivity
This is the first installment in a two-part blog series about ADHD.
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by patterns of inattention, hyperactivity, and impulsivity. These symptoms can interfere with various aspects of life, including academic performance and social interactions. ADHD is not simply a matter of willpower or poor behavior; it is influenced by genetic, environmental, and neurological factors. Recognizing ADHD as a legitimate medical condition is the first step toward effective management, whether diagnosed in school-aged children or adults.
In the late 1970s, my first encounters with ADHD were in elementary school, where some kids couldn’t sit still, often disrupted the class, and left assignments unfinished. One teacher tried to manage this by using a cardboard box called the “Think Tank,” where restless students were placed to reflect on their behavior. This practice, which could be described as academic solitary confinement, often led to confusion and shame, as I witnessed with my younger brother.
ADHD was formally recognized by the American Psychiatric Association in 1968, but understanding and treatment options were limited until much later. It wasn’t until the 1990s that ADHD became better understood, and support systems like ADHD Partnerships started to emerge, providing crucial resources for students and families.
Psychoeducation, combining psychological and educational practices, plays a vital role in helping individuals with ADHD. It involves learning about the disorder, its symptoms, and strategies to manage daily challenges. This education fosters self-awareness, reducing frustration and fostering a positive self-image by helping individuals understand their behaviors as symptoms rather than personal failings.
Families also benefit from psychoeducation, gaining empathy and patience. Understanding the intricacies of ADHD allows them to support their loved ones better, creating a supportive home environment through routines, positive reinforcement, and clear communication.
Stephanie Longosz, a licensed professional counselor intern at The Women’s Center, emphasizes the importance of a thorough diagnostic process, considering the whole person. She shares that trauma can sometimes mimic ADHD symptoms, making a comprehensive assessment crucial. Longosz, who was diagnosed with ADHD in third grade, believes in the power of psychoeducation to help individuals and families manage the condition effectively. She advocates for understanding the distinction between the person and their symptoms, fostering empathy and support within families.
The Women’s Center offers resources for individuals with ADHD and their families. Clinicians like Stephanie Longosz provide guidance on managing the condition, helping transform challenges into growth opportunities.
For support, contact The Women’s Center at (571) 385-1625 for Virginia and (202) 293-4580 for DC.
