As soon as I started my studies at the University's Department of Education, I encountered an esteemed lecturer who asked us if we would ask a crippled person, with amputated legs, sitting on a wheelchair, to run after us. We answered in the negative.
True, replied the lecturer. So why ask your child with ADHD to concentrate on the lesson, to read aloud, sit still, perform a long-term task?
Then, I enrolled in youth coaching studies, where I discovered that each person is unique in his own way, and reaches self-realization if he tries and believes in himself, always looks on the bright side, i.e., looks at what he has, not what he has not. Now I link this together and obtain a more complete picture.
ADHD is a neurological syndrome that includes three symptoms:
1. Impulsivity – Difficulty controlling impulses, difficulty joining a legitimate game framework or a problem waiting one's turn, interrupting others who are speaking, and more.
2. Distraction – Trouble concentrating in class on a long-term subject, due to the fact that other external stimuli draws attention from the subject; problems with organization and order; forgetting study tools, and more.
3. Hyperactivity – Disturbances in kindergarten, school, at home. Children get up, sit, run, fight and clash with others frequently.
In addition, ADHD is not a learning disability or language impairment, and is not associated with a low IQ level. On the contrary, many people who suffer from it are very intelligent, but their intelligence becomes internally convoluted, and therefore patience and the perseverance to untie knots may be difficult to enlist consistently. This I carry out step by step during youth training.
When I ask one of my trainees to describe what he went through during the day, he replies: " I usually fail, I lose, I forget, I argue, I reject, I delay, I get lost, I get angry, I don't stick to anything, I'm behind everybody else, I'm reprimanded by everyone, I disappoint myself, my parents and everyone …. ".
It should be added, that though he suffers from low self-esteem, his natural temperament is cheerful enough to maintain a good mood during the day.
Now, in the middle of training, the child begins to move+ around me. He is already restless. He asks me if I don't care and I nod my head in consent.
Further, I ask that child to tell me a little more about his life. He politely declines because he is afraid that I do not understand him. I calm him by promising that he should speak and I would organize what he says… He calms down and begins to tell a variety of stories about lack of understanding, lack of communication, self-reproach, sub-achievement, missed opportunities, angry people around him, and even dangerous behavior. He pauses a moment, and I ask him to tell me something good. He thinks a bit, and goes on to tell tales of adventure, good faith, intuition, kindness, good energy and enthusiasm.
"You are amazing," I tell him. He smiles an embarrassed smile.
It is difficult for him, I know. I do so understand what is happening to him. However, I also understand his parents/ family /teachers and friends who go crazy from his inconsistencies, extreme mood swings, short-term memory, daydreams, the search for stimulation, laziness, and mostly from lies.
What causes ADHD?
Mostly it is heredity and genetics.
A more precise definition is "minimal disorder".