Attention deficit hyperactivity disorder (ADHD) is the most common childhood behavior disorder. It is characterized by developmentally elevated levels of inattention, impulsivity, and hyperactivity. These three symptoms are so imperative that they have been referred to as the “holy trinity” of ADHD. Over the years, the disorder has gone by a number of different names
In this article, Attention Deficit Hyperactivity Disorder (ADHD) is examined through the lens of school psychology, exploring its etiology, diagnosis, and implications for educational practice. The article delves into the genetic and neurobiological underpinnings of ADHD, highlighting the interplay of environmental factors and the diagnostic criteria. It further elucidates the pivotal role of school psychologists
Attention deficit hyperactivity disorder (ADHD) is one of the most common, most talked about, and most vexing of the psychiatric disorders. Symptoms of restlessness, distractibility, and poor self-control have been recognized since the mid-1800s when Heinrich Hoffman, a German physician, wrote a poem about “Fidgety Phil.” Over time, the disorder has been seen as a
Social science and medical literature, including research on mental health and counseling, has frequently been based on presuppositions that all individuals who differ from members of the sociopolitically dominant cultural group in the United States (i.e., male, heterosexual, Caucasian, Western European Americans of middle-class socioeconomic status and Christian religious affiliation) are deficient by comparison. This