ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

1. Describe the different between inattentive and hyperactive/ impulsive symptoms

of ADHD.

Inattentive Symptoms:

Inattentive symptoms of ADHD refer to difficulties in sustaining attention, staying

focused, and organizing tasks. These symptoms may include:

a) Lack of attention to detail: Difficulty paying close attention to details and

making careless mistakes in school or other activities; producing work that is

often messy and careless.

b) Difficulty sustaining attention: Trouble maintaining focus on tasks or

activities, particularly during activities that are not stimulating or interesting.

c) Frequent shifts in conversation: Does not seem to listen when spoken to

directly, not keeping one’s mind on conversations and not following details or

rules of activities in social situations.

d) Poor organization: Struggles with organizing tasks and activities, often

leading to a sense of disorganization and forgetfulness.

e) Easily distracted: Being easily distracted by external irrelevant stimuli, such

as sounds or movements, and having trouble maintaining concentration.

f) Forgetfulness: Frequently forgetting or misplacing important items, forgetting

appointments or commitments.

g) Failure to complete tasks: Often avoid, dislikes or doesn’t want to do things

that take a lot of mental effort for a long period of time such as homework or

schoolwork.

1
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

Hyperactive/Impulsive Symptoms:

Hyperactive/impulsive symptoms of ADHD involve excessive activity, restlessness,

impulsivity, and difficulty controlling impulses or inhibiting behaviors. These symptoms

may include:

a) Hyperactivity:

o Constant fidgeting, excessive movement, restlessness, and an

inability to remain seated.

o Often leaves his or her seat in situations where sitting quietly is

expected.

o Moves around constantly.

b) Impulsivity:

o Acting without thinking about the consequences, interrupting others

during conversations or activities, and difficulty waiting for turns.

o Inability to keep powerful emotions in check, resulting angry

outburst or temper tantrums.

c) Difficulty with quiet activities: Finding it challenging to engage in quiet

activities or tasks that require focused attention.

d) Excessive talking: Talking excessively and having difficulty with self-control

when it comes to verbal output.

e) Risk-taking behavior: Engaging in impulsive behaviors without considering

potential dangers or long-term consequences.

2
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

2. How does ADHD impact family dynamics and relationships?

ADHD can have a significant impact on family dynamics and relationships. In many

instances, the child’s ADD related problem can cause ongoing problems in the parent-

child relationship that can set the stage for an unhappy, guilt-ridden relationship

between the child, parents and siblings that may persist, sometime through life.

Common ways in which ADHD may affect family members:

I. Parent-Child Relationships: Parents of children with ADHD often face

unique challenges in their parenting as their child with ADHD may have

trouble in understanding important directions. The parents may find it difficult

to establish consistent routines and boundaries due to their child's impulsivity,

distractibility, and difficulty following instructions. This can lead to:

o increased parental stress and frustration.

o experience feelings of guilt or self-blame for their child's

behaviour, further straining the parent-child relationship.

II. Sibling Relationships: The disruptive effects of their ADHD siblings were

experienced by children in 3 primary ways:

o Victimisation: Siblings reported feeling victimized by aggressive

acts from their sibling with ADHD through overt acts of violence,

verbal aggression, manipulation/control.

o Caretaking: Siblings often express resentment that they often feel

responsible for their sibling with ADHD’s care. Sibling are often

expected to act as their sibling’s caretaker. Parents often expected the

siblings to befriend, play with, and supervise the ADHD child.

o Feelings of Sorrow and Loss:

3
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

o Siblings of individuals with ADHD may feel neglected or

overshadowed by the extra attention and support required by their

sibling with ADHD.

o They might experience resentment or frustration if they perceive

their sibling as receiving preferential treatment or if they struggle to

understand their sibling's behaviours.

III. Marital Relationships: The challenges associated with raising a child with

ADHD can put a strain on marital relationships. Parents may have differing

opinions on parenting strategies or feel overwhelmed by the demands of

managing their child's ADHD symptoms. The additional stress can lead to

increased conflict, decreased communication, and feelings of frustration

or isolation within the marriage.

IV. Extended Family and Social Relationships: Extended family members, such

as grandparents, aunts, and uncles, may find it challenging to understand and

accommodate the needs of a family member with ADHD. They may lack

awareness of the condition or hold misconceptions, leading to judgment or

criticism. Similarly, social relationships may be affected as families with a

child or adult with ADHD may face difficulties in social settings due to

impulsive behaviour, social awkwardness, or difficulty focusing.

4
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

3. How does ADHD relate to the functioning of the left and right hemispheres of the

brain?

ADHD relates to the functioning of the left and right hemispheres through the theory

of left-brain/right-brain theory. It is a concept that suggests individuals with attention

ADHD have imbalances in the functioning of their brain hemispheres. According to

this theory, the left hemisphere of the brain is associated with logical thinking,

organization, and attention to detail, while the right hemisphere is linked to creativity,

intuition, and spatial awareness.

The theory proposes that individuals with ADHD have a dominant right hemisphere,

leading to difficulties with attention, impulse control, and executive functions

typically associated with the left hemisphere. This imbalance is believed to result in

an inability to regulate attention and behaviour effectively.

This also means that children with ADHD are usually right-brain dominant in their

information processing and learning styles, as well as being more creative than those

with left-brain dominant styles. They also show a tendency to be kinaesthetic learner,

which means they learn best while using their hands.

5
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

4. Explain some of the common misconceptions or myths about ADHD that need to

be clarified.

There are several common misconceptions or myths about

Attention-Deficit/Hyperactivity Disorder (ADHD) that can create misunderstandings

and stigma. Here are a few of them that need to be clarified:

I. Myth: ADHD is not a real medical condition; it's just an excuse for bad

behaviour.

Clarification: ADHD is a neurodevelopmental disorder recognized by

medical and psychological professionals worldwide. It is caused by a

combination of genetic, neurological, and environmental factors. It is not

simply a result of laziness or a lack of discipline.

II. Myth: Only children can have ADHD; it goes away in adulthood.

Clarification: ADHD is a lifelong condition that can persist into adulthood.

Many individuals continue to experience challenges related to attention,

impulsivity, and hyperactivity throughout their lives.

III. Myth: People with ADHD are always hyperactive and easily distractible.

Clarification: ADHD presents differently in individuals. Some individuals

may exhibit hyperactive and impulsive behaviour, while others primarily

struggle with inattention.

IV. Myth: Medication is the only effective treatment for ADHD.

Clarification: Medication is not the only treatment option. Behavioural

therapy, psychoeducation, organizational strategies, lifestyle adjustments, and

support systems can also be valuable in managing ADHD symptoms and

improving daily functioning.

6
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

V. Myth: People with ADHD are not intelligent or capable of success.

Clarification: ADHD does not define a person's intelligence or potential.

Many individuals with ADHD possess unique strengths, such as creativity,

hyperfocus, and out-of-the-box thinking. With appropriate support and

strategies, individuals with ADHD can excel academically, professionally, and

personally.

VI. Myth: ADHD is the result of bad parenting.

Clarification: The cause of ADHD is a is a neurodevelopmental disorder, not

discipline. When a child with ADHD misbehaves or gets out of his seat in

class, it’s not because he hasn’t been taught that these behaviours are wrong.

It’s because he cannot control his impulses.

7
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

5. How does ADHD affect daily life and functioning of individuals across different

age groups? (Young children, Elementary children, Teenagers, Adults).

ADHD can have various effects on the daily life and functioning of individuals across

different age groups. One of the key areas impacted by ADHD is executive function

skills. Executive functions refer to a set of cognitive processes that are responsible for

goal-directed behaviour, self-regulation, and the ability to plan, organize, and

prioritize tasks. Here are some common ways ADHD can affect individuals in

different age groups:

I. Young children (ages 3-6):

o Difficulty with following instructions and staying focused on tasks.

o Struggling to sit still, constantly fidgeting, or being excessively active.

o Impulsivity, interrupting others, and difficulty waiting for turns.

o Challenges with organizing toys, activities, and personal belongings.

o Trouble with social interactions and making friends due to impulsivity

or hyperactivity.

II. Elementary children (ages 6-12):

o Inattention leading to difficulties with completing schoolwork or

following instructions.

o Hyperactivity and restlessness, often unable to stay seated for extended

periods.

o Impulsive behaviour, such as blurting out answers or interrupting

conversations.

o Poor time management and difficulty with organization.

o Social difficulties, struggling with making and maintaining friendships.

8
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

III. Teenagers (ages 13-18):

o Ongoing challenges with attention and focus, leading to academic

difficulties.

o Impulsive behaviour and difficulty inhibiting inappropriate actions or

comments.

o Poor time management and organization, affecting homework

completion and meeting deadlines.

o Struggles with maintaining concentration during lengthy tasks or

exams.

o Emotional dysregulation and difficulty coping with stress, leading to

mood swings or irritability.

IV. Adults (18+):

o Difficulties with time management, organization, and prioritizing

tasks.

o Struggles with maintaining attention during work or conversations.

o Impulsivity and difficulty with self-control, potentially leading to

relationship or financial challenges.

o Problems with memory and forgetfulness.

o Higher risk of developing comorbid conditions, such as anxiety or

depression.

9
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

6. What are some potential strengths and positive attributes that individuals with

ADHD may possess?

According to research, people with ADHD are usually right-brain dominant in terms

of their information processing, learning styles and problem solving skills. With that

in mind, here are some potential strengths and positive attributes that individuals with

ADHD may possess:

a. Creativity: People with ADHD tend to have a unique and often highly

creative way of thinking.

b. Hyperfocus: People with ADHD can also experience periods of hyperfocus.

When something really captures their interest, they can display intense

concentration and productivity, subsequently performing at an exceptional

level.

c. High energy and enthusiasm: Most people with ADHD may have high levels

of energy and enthusiasm. They can be passionate and driven that can inspire

others around them.

d. Out-of-the-box thinking: ADHD individuals often have a different

perspective on problem-solving. They may approach challenges in

unconventional ways and generate unique, innovative solutions.

e. Flexibility and adaptability: Individuals with ADHD often have to cope with

frequent distractions and changes in their environment. As a result, they can

develop strong adaptability and flexibility skills. They can be quick to adjust

to new situations and think on their feet.

10
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

f. Good intuition: People with ADHD may have strong intuition and gut

instincts. They can often sense underlying patterns, make connections quickly,

and have a heightened awareness of what's going on around them.

7. Explain some strategies for managing and coping with the challenges often

associated with ADHD?

a. Education oneself about ADHD: Educate yourself and others about ADHD

to understand its nature, symptoms, and challenges. Awareness allows you to

develop realistic expectations associated with the condition.

b. Medication and Treatment: Medication can help manage symptoms and

improve focus and impulse control. Consult a healthcare professional, such as

a psychiatrist, who can evaluate and prescribe appropriate medication if

necessary.

c. Behavioural Therapy: Cognitive Behavioural Therapy (CBT) or other

behaviour-focused therapies can help individuals with ADHD develop

strategies to manage impulsivity, improve organizational skills, and cope with

emotional challenges.

d. Structure and Routine: Establishing a structured environment and daily

routine can help children and adult with ADHD manage their time and tasks

more effectively. Use visual cues, planners, calendars, and reminders to

enhance organization and reduce forgetfulness.

e. Supportive Environment: Seek support from family, friends, or support

groups who understand ADHD and can provide encouragement and practical

assistance when needed.

f. Healthy Lifestyle: Maintain a balanced lifestyle by getting regular exercise,

eating nutritious meals, and getting enough sleep.

11
ATTENTION DEFICIT DISORDER NUR FARHANA BT ROSLI ADISE-2023-5454

g. Mindfulness and Relaxation Techniques: Practice mindfulness exercises,

deep breathing, meditation, or yoga to improve self-awareness, reduce anxiety,

and enhance focus. These techniques can be particularly helpful during times

of stress or when experiencing racing thoughts.

12