ADHD: When your brain can't sit still

The definition of Attention Deficit Hyperactivity Disorder (ADHD) has gone through many changes over the years. Interestingly, the criteria used to diagnose ADHD has actually become broader, encompassing a wider range of ages and a variety of different clinical presentations and symptoms. One thing that’s stayed the same since the release of the DSM-III in the 1980’s is the focus on problems with attention, impulsivity and hyperactivity. While it was once thought of as a disorder of childhood, the prevalence of ADHD has seen a consistent rise in more recent years, in both children and adults.

With changing trends in diagnosis for ADHD comes a change in our understanding of how the condition affects those that have it. This episode’s guest, McKenna, discusses how having ADHD impacts her memory, explaining that she exerts quite a bit of effort to work around her forgetfulness. McKenna isn’t exaggerating when she says ADHD makes her forgetful: one study has shown that ADHD is associated with impairments in working memory, an executive function that plays a big role in how we process, use and remember information on a daily basis. This same study suggested that abilities in working memory may be related to the severity of ADHD inattentive and hyperactive/impulsive symptoms. What’s more, these impairments in memory, as well as the symptoms of hyperactivity/ impulsivity but not inattentiveness, can have direct effects on emotional regulation and dysregulation in children with ADHD.

Many options exist for treatment and maintenance of ADHD symptoms. The use of stimulant medication can improve symptoms of attention, impulsivity and hyperactivity. Stimulants have been shown to help improve symptoms in 70% of children with ADHD. Other forms of non-prescription interventions, like education and skills training, classroom management strategies, and more can be used to support children manage their symptoms. There are even less conventional forms of treatment, like neurofeedback therapy, that are being investigated! 

Fast Facts

• Globally, ADHD occurs among 3.1% of 10- to 14-year-olds and 2.4% of 15- to 19-year-olds.
• While there is no consensus on the exact cause of ADHD, there is likely a genetic link. Children born into families where there is a history of the disorder are more likely to be diagnosed with ADHD than children where there is no family history of ADHD. 
• Eighty percent of children diagnosed with ADHD continue to qualify for a diagnosis in adolescence and at least 65% continue to be effected by symptoms in adulthood.

Learn More about This Episode’s Cool Researchers

As more is uncovered about the links between ADHD, memory and emotional regulation, there is a need to have emotional dysregulation recognized as a core, diagnostic feature of ADHD alongside impulsivity, inattention, and hyperactivity. This potential fourth core symptom might be the key to why folks with ADHD tend to make use of non-adaptive emotional regulation strategies like blaming themselves, catastrophizing, and ruminating. It also presents a new and exciting avenue for treating symptoms of ADHD, including emotional dysregulation, by implementing strategies used to regulate emotions with the goal of improving one’s emotional response. At the forefront of the inquiry into better understanding the difficulties with emotion dysregulation among young adults and adults with ADHD is this episode’s expert guest, Elizabeth Bodalski – a doctoral student at the University of South Carolina. 

Among other areas of research, Elizabeth is interested in how ADHD-related emotional dysregulation may affect someone’s educational experience in college. In one study, Elizabeth and her colleagues made a case for how difficulties in emotional regulation and self-esteem partially account for the relationship between ADHD symptoms and procrastination in college students. With the links between ADHD and procrastination demystified, Elizabeth moved to research effective interventions for college students with ADHD. The time- and cost-friendly intervention suggested by Elizabeth and colleagues includes a combination of group and individual therapy that focuses on building skills directly related to the symptoms characteristic of ADHD balanced with the demands of college. The skills that are honed in on through this intervention are: organizational, time management and planning, or OTMP for short. 

Support

If you’re struggling with your mental health, you’re not alone.

If you are in immediate danger of harming yourself or others, call 9-1-1, or head to your nearest emergency room. You can also call or text 9-8-8 to reach the Suicide Crisis Helpline. Support is available 24 hours a day, 7 days a week.

Young people can chat anytime with Kids Help Phone by calling 1-800-668-6868. Services are available in English and French.

Wellness Together Canada provides one-on-one counselling, self-guided courses and programs, and peer support and coaching. Youth can contact this service by calling 1-888-668-6810 or texting WELLNESS to 686868. Adults can contact this service by calling 1-866-585-0445 or texting WELLNESS to 741741. You can also find credible articles and information on their website. 

The Canadian Mental Health Association can help you find resources, programs, or support for yourself or others. Find a CMHA branch in your area here. 

The Centre for Addiction and Mental Health provides Mental Health 101 tutorials and online courses on their website. 

The Centre for ADHD Awareness, Canada provides resources and support to those living with ADHD.