Understanding ADHD

Symptoms of ADHD

Attention deficit hyperactivity disorder (ADHD) is a mental and psychological disorder of the neuro-developmental type. The disease has some significant symptoms such as problems paying attention, excessive activity or the issues regarding the behaviour that is not proper for the age of a person. ADHD may occur at the school age of the students and expand in the adult and youth period. In the children of aged 6 years to 12 years, conduct disorder, oppositional defiant disorder, learning disorder, learning disorder and bipolar disorders may arise (Whalen and Henker, 1998). However, ADHD causes impairment, particularly in modern society, many children and teenagers with ADHD have a good attention to their preferable works.

In 2015, ADHD affected almost 51.1 million people over the globe. ADHD is found more frequently in case of men than females. About 30-50% of people diagnosed to have ADHD in childhood continued to have symptoms into adult period and between 2-5% of adults have ADHD (Barkley, 2014).

ADHD management changes by country and usually involve some combination of counselling, lifestyle changes and clinical medications. The Canadian, American and British universities has developed the psychological processes and considered the therapy as well as first-line treatment. Stimulant medication therapy is needed for long-term effectiveness. ADHD medicare is being utilised since 19^th century. Topics involve the causes and stimulant medicares of ADHD (Daley et al., 2014). Behavioural interventions have positive impact on a range of outcomes when used with ADHD.

Inattention, hyperactivity, disruptive behaviour along with impulsions is very common for ADHD (Thomas et al., 2015). The symptoms are defined as per the research variables though it is hard to draw a line for the normal limit of impulsiveness, inattention and hyperactivity.

Inattention score is a basic identification point of view for some privileged male persons. It results frustration and hyperactivity disorder (ADHD) in future. Psychologists could understand it by impulsive behaviours. It creates troubles to focus in one aspect and easily brings boredom and distraction to the patients. The symptoms of inattention involves making careless mistakes, overlooking details, difficulty to follow up instructions, losing things in frequent way, being forgetful about daily activities as well as to avoid and refuse to have activities with sufficient sustained attention.

Hyperactivity disorder is a neurobehavioral disorder devised by a combination of inattentiveness, distractibility, hyperactivity and impulsive behaviour (Barbaresi et al., 2014). Due to Hyperactivity, symptoms like restless, fidgety, interrupting and excessive talking may be identified. Manifestation is necessary for tackle the issue of Hyperactivity disorder. Adults as well as students from school should look into the seriousness of this matter. Otherwise, students would absorb the mental diseases and long-term effect of it would be seen in coming future. In future, the hyperactivity may include frequent fighting, difficulty to wait for just a short while, difficulty of being rigid for an extended period as well as problems regarding engagement in a leisure activity.

ADHD prevalence and gender

Self-regard or Self Esteem could make a person more established mentally, physically as well as professionally. The shortage of self-regard may lead to depression. More of it, patients fall short of their potential to bear with abusive circumstances and relationships. Too much self esteem outcomes an off-putting sense of entitlement and inability to learn from mistakes. A proper balance between high and low self-esteem is needed to be maintained by the adults in their life. Self-esteem reflects the overall subjective emotional evaluation of the patients’ worth. It is a judgement of oneself towards the self. Self–esteem encompasses beliefs about oneself.

Self-esteem is an attractive topic as a psychological contrast. Researchers have conceptualized it as an influential predictor of defined results. Academic achievement, happiness, satisfaction in marriage and relationships are the positive predictors whereas criminal behaviour is the negative predictor. Psychologists generally consider self-esteem as an enduring characteristic of personality. Self-worth, self-regard, self-respect and self-integrity are the factors of self-esteem. Adults with ADHD for all the ages are more likely to have issues regarding social skills such as social interaction, social formation and maintain friendship.

We are trying to test mainly three hypotheses here.

Is inattention and hyperactivity in ADHD significantly correlated with each other?
What is the association of self-esteem with inattention and hyperactivity?
Do the ADHD predicting variables show different outcomes for different genders?

ADHD is considered as genuine disorders in children and adults according to the most healthcare facilities. In this project, we are mainly focused to find the mean scores of the numerical variables like Age, Inattention, Hyperactivity or Self Esteem. Along with descriptive statistics of all the numerical variables, we plotted some line plots and a grouped bar plot for proper visualization of the analysed data. The correlation coefficient indicates the linkage between several factors (pair wise) and their corresponding association.

The research report on psychology reveals the true scenario of psychological patients surveyed according to the “Likert” scale scores of mainly three variables that are Inattention, Hyperactivity and Self Esteem. All the data except Gender has numeric values. Hence, these are the numerical data. Gender has mainly two levels. These are “Male” and “Female”. Therefore, the variable is nominal (categorical) in nature. The data sample indicates that patients have ages ranging from 20 to 40.

The variable scores were collected from 66 samples (people) according to the responses provided by the patients against the questionnaire. It is a surveyed qualitative data process whose score values are used for quantitative data analysis. No missing data is present in this research study. Small data is easy to handle and find the outcome is ideal for making decision about behavioural decision making about ADHD (Wolraich, 2016).

Management of ADHD

The questionnaire for collecting self-esteem scale dataset is given in the following.

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree
I feel that I am a person of worth, at least on an equal plane with others.
I feel that I have a number of good qualities.
All in all, I am inclined to feel that I am a failure.
I am able to do things as well as most other people.
I feel I do not have much to be proud of.
I take a positive attitude toward myself.
On the whole, I am satisfied with myself.
I wish I could have more respect for myself.
I certainly feel useless at times.
At times I think I am no good at all.

The responses were taken in qualitative manner. The interviewee answered the questions according to the “Likert” scale. The scores of the five levels of answer in each questions is defined as “Strongly Agree =1”, “Agree = 2”, “Disagree = 3” and “Strongly disagree = 4”. The responses of 10 questions were tabulated in a Excel sheet. The qualitative data in this way is quantified. The “Rosenberg Self-Esteem Scale” helped to collect the primary data from the psychological patients. We have grouped the data according the gender to have satisfactory outcomes on ADHD (Arnold, Hurt and Lofthouse, 2013). In the materialistic approach, taking positive slant and practical approach for collecting data in questionnaire process is acceptable (No, 2014).

Another Questionnaire for collecting the data of inattention and hyperactivity is-

Questions	Responses
	Never	Rarely	Sometimes	often	very often	score
1. How often do you make careless mistakes when you have to work on a boring or difficult project?	0	1	2	3	4
2. How often do you have difficulty keeping your attention when you are doing boring or repetitive work?	0	1	2	3	4
3. How often do you have difficulty concentrating on what people say to you, even when they are speaking to you directly?	0	1	2	3	4
4. How often do you have trouble wrapping up the final details of a project, once the challenging parts have been done?	0	1	2	3	4
5. How often do you have difficulty getting things in order when you have to do a task that requires organization?	0	1	2	3	4
6. When you have a task that requires a lot of thought, how often do you avoid or delay getting started?	0	1	2	3	4
7. How often do you misplace or have difficulty finding things at home or at work?	0	1	2	3	4
8. How often are you distracted by activity or noise around you?	0	1	2	3	4
9. How often do you have problems remembering appointments or obligations?	0	1	2	3	4
10. How often do you fidget or squirm with your hands or feet when you have to sit down for a long time?	0	1	2	3	4
11. How often do you leave your seat in meetings or other situations in which you are expected to remain seated?	0	1	2	3	4
12. How often do you feel restless or fidgety?	0	1	2	3	4
13. How often do you have difficulty unwinding and relaxing when you have time to yourself?	0	1	2	3	4
14. How often do you feel overly active and compelled to do things, like you were driven by a motor?	0	1	2	3	4
15. How often do you find yourself talking too much when you are in social situations?	0	1	2	3	4
16. When you’re in a conversation, how often do you find yourself finishing the sentences of the people you are talking to before they can finish them themselves?	0	1	2	3	4
17. How often do you have difficulty waiting your turn in situations when turn taking is required?	0	1	2	3	4
18. How often do you interrupt others when they are busy?	0	1	2	3	4

Procedure:

Sample survey by interview method is most popular for low cost and authentic raw data collection. Although, the method is little time taking, but the data collected (mostly qualitative and sometimes quantitative) is purely primary data. No bias is present in this data set. However, the few interviewees may give wrong responses unintentionally. The bias of it is truly negligible. Students of the Universities in psychological chambers, hospitals or clinical homes collect the data by questionnaire method. A survey among 66 people (31 males and 35 females) is completely unbiased. Interviewee gave their responses completely in their decisive state. The questions of the Questionnaire are open ended. Interviewees provided the best answers as per their knowledge. The data is totally valid and reliable for analysis. Either researcher or any third party does not manipulate the surveyed data. Proper data is executed for analysis to get excellent findings. Researchers are fully fledged ethical in data handling. The interviews facilitate the evaluation of standard responses of Self-esteem to observe the effect on psychiatric disorders (Faraone et al., 2015). The collected raw data is given below as per findings:

Gender	Age	Inattention	Hyperactivity	Self Esteem
Male	32	18	13	30
Male	23	17	14	25
Female	33	19	25	25
Female	30	24	9	23
Female	25	9	29	30
Female	36	15	15	25
Female	30	19	21	28
Female	31	12	10	22
Male	22	12	27	22
Male	21	14	20	24
Female	21	27	28	23
Male	37	24	5	36
Female	37	22	19	27
Male	21	23	8	21
Female	21	14	12	29
Female	35	27	30	24
Female	26	29	20	25
Female	26	9	26	25
Male	38	10	11	34
Male	36	21	29	33
Male	23	16	20	40
Male	32	12	15	38
Female	38	14	20	39
Female	27	17	7	36
Female	39	20	11	26
Female	31	22	22	40
Male	23	10	7	30
Male	25	9	22	33
Male	40	29	12	26
Male	29	29	19	30
Female	29	22	17	28
Male	36	11	15	22
Female	37	13	12	38
Male	24	10	14	27
Female	34	20	21	37
Female	38	28	6	25
Female	21	11	13	37
Female	34	9	17	27
Male	31	20	23	31
Male	39	20	16	38
Male	38	30	16	30
Male	24	28	25	28
Male	23	12	29	23
Male	40	29	13	40
Female	37	11	25	30
Female	20	8	27	21
Female	36	21	19	25
Male	30	15	19	31
Male	20	27	27	23
Male	29	12	17	28
Female	37	17	17	23
Male	28	18	11	21
Female	27	17	22	39
Male	31	19	22	34
Female	31	16	28	30
Female	30	6	5	40
Female	39	5	19	25
Female	35	29	13	35
Female	37	28	13	38
Male	22	9	6	35
Male	20	27	18	33
Female	25	19	29	33
Male	34	9	7	35
Female	30	19	17	33
Male	39	12	16	33
Female	40	7	9	40

The number if male population is 31 and female population is 35.

The mean score of “Inattention” of all the psychological patients is 17.53030303, the mean score of “Hyperactivity” of all psychological patients is 17.4090909 and the mean score of “Self Esteem” is 30.07576. The mean value of both “Male” and “Female” is found to be 30.5 years.

The mean score of “Inattention” of the male psychological patients is 17.80645161, the mean score of “Hyperactivity” of all psychological patients is 16.64516 and the mean score of “Self Esteem” is 30.12903. The mean value of both “Male” psychological patients is found to be 29.35483871 years.

Inattention, Hyperactivity, and Impulsiveness

The mean score of “Inattention” of the female psychological patients is 17.28571, the mean score of “Hyperactivity” of all psychological patients is 18.08571 and the mean score of “Self Esteem” is 30.12903. The mean value of both “Female” psychological patients is found to be 30.02857 years.

Female Dataset:

	AGE	Inattention	Hyperactivity	Self Esteem
AGE	1
Inattention	0.0765	1
Hyperactivity	-0.28475	0.023969962	1
Self Esteem	0.089344	-0.126284802	-0.24223	1

The Pearson correlation coefficients ( r ) shows that age has weak correlation with Hyperactivity (negative), Self Esteem (positive) and Inattention (positive) (Lomax and Hahs-Vaughn, 2012). Self Esteem has negative weak correlation with Inattention and Hyperactivity. Inattention scores and Hyperactivity are uncorrelated absolutely.

Male Dataset:

	AGE	Inattention	Hyperactivity	Self Esteem
AGE	1
Inattention	0.178321712	1
Hyperactivity	-0.247029581	0.135744226	1
Self Esteem	0.423427103	0.004734131	-0.198235346	1

The Pearson correlation coefficients ( r ) shows that age has weak correlation with Hyperactivity (negative), Self Esteem (positive) and Inattention (positive) . Hyperactivity has negative weak correlation with Self Esteem. Self Esteem scores and Inattention scores are uncorrelated absolutely. However, the correlation coefficient between Hyperactivity and Inattention indicates a very weak positive association.

Both Male-Female Dataset:

	AGE	Inattention	Hyperactivity	Self Esteem
AGE	1
Inattention	0.12021991	1
Hyperactivity	-0.241598046	0.070767861	1
Self Esteem	0.244572824	-0.066688043	-0.222943692	1

The Pearson correlation coefficients ( r ) shows that age has weak correlation with Hyperactivity (negative), Self Esteem (positive) and Inattention (positive) . Hyperactivity has negative weak correlation with Self Esteem. Self Esteem scores and Hyperactivity are uncorrelated absolutely. However, the correlation coefficient between Hyperactivity and Inattention indicates a strong positive association.

From the result section, we can reject the hypothesis of strong and significant correlation between inattention and hyperactivity. We reject the null hypothesis of equal means of scores of every study variable. We accept the hypothesis of equality of scores of the three variables.

Many people question about the inattention problems and difficulties facetted by impulsiveness and restlessness. A clinical diagnosis of combined predominantly inattention as well as predominantly hyperactive-impulsive symptoms are needed for procurement. In adults (20-40) ADHD, symptoms of inattention are commonly more prominent and defined. Both men and women with ADHD may have struggles associated with focusing of tasks or prioritizing activities. It may lead to difficulty with completion of work, missed deadlines and forgotten social engagements. Although there are no curative treatments for reducing ADHD, evidenced-supported treatments can markedly decrease its symptoms and associated impairments. Self-esteem over all showed a negative weak correlation with inattention and hyperactivity. Therefore, lesser the Self Esteem greater the inattention and hyperactivity and vice versa. The mean score of inattentiveness and hyperactivity are equal. The mean scores and necessary plots showed that inattention is higher in case of male rather than female, hyperactivity is higher in case of female rather than male and self-esteem is almost equal in case of both the genders. Mean score of age is higher in case of male than the female.

References:

Arnold, L. E., Hurt, E., & Lofthouse, N. (2013). Attention-deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics, 22(3), 381-402.

Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., Leibson, C. L., & Jacobsen, S. J. (2014). Long-term stimulant medication treatment of attention-deficit/hyperactivity disorder: results from a population-based study. Journal of Developmental & Behavioral Pediatrics, 35(7), 448-457.

Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.

Daley, D., Van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., ... & European ADHD Guidelines Group. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: a meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the American Academy of Child & Adolescent Psychiatry, 53(8), 835-847.

Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., ... & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature reviews disease primers, 1, nrdp201520.

Lomax, R. and Hahs-Vaughn, D. (2012). An introduction to statistical concepts. 1st ed. New York: Routledge.

No, T. (2014). Attention Deficit Hyperactivity Disorders.

Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: a systematic review and meta-analysis. Pediatrics, 135(4), e994-e1001.

Whalen, C. K., & Henker, B. (1998). Attention-deficit/hyperactivity disorders. In Handbook of child psychopathology (pp. 181-211). Springer US.

Wolraich, M. L. (2016). Attention deficit hyperactivity disorder. In Health Care for People with Intellectual and Developmental Disabilities across the Lifespan (pp. 1529-1542). Springer, Cham.

Cite This Work

To export a reference to this article please select a referencing stye below:

My Assignment Help. (2022). Understanding Attention Deficit Hyperactivity Disorder (ADHD). Retrieved from https://myassignmenthelp.com/free-samples/psyc1010-psychology-introduction/attention-deficit-hyperactivity-disorder-file-AA2C64.html.

"Understanding Attention Deficit Hyperactivity Disorder (ADHD)." My Assignment Help, 2022, https://myassignmenthelp.com/free-samples/psyc1010-psychology-introduction/attention-deficit-hyperactivity-disorder-file-AA2C64.html.

My Assignment Help (2022) Understanding Attention Deficit Hyperactivity Disorder (ADHD) [Online]. Available from: https://myassignmenthelp.com/free-samples/psyc1010-psychology-introduction/attention-deficit-hyperactivity-disorder-file-AA2C64.html
[Accessed 23 November 2024].

My Assignment Help. 'Understanding Attention Deficit Hyperactivity Disorder (ADHD)' (My Assignment Help, 2022) <https://myassignmenthelp.com/free-samples/psyc1010-psychology-introduction/attention-deficit-hyperactivity-disorder-file-AA2C64.html> accessed 23 November 2024.

My Assignment Help. Understanding Attention Deficit Hyperactivity Disorder (ADHD) [Internet]. My Assignment Help. 2022 [cited 23 November 2024]. Available from: https://myassignmenthelp.com/free-samples/psyc1010-psychology-introduction/attention-deficit-hyperactivity-disorder-file-AA2C64.html.

Get instant help from 5000+ experts for

Writing Rewriting Editing

Subject/course code

❮ ❯

Pages

250 words

Description (write/attach)

Attach file

I accept the T&C, agree to receive offers & updates

Have a coupon?