Individual Contributions

1. What is Attention Deficit Hyperactivity Disorder (ADHD) and what are its biological,
psychological and social elements?
Support your answer based on the DSM IV diagnostic manuals
and/or CIE -10 and the readings of the first unit.
For this first question, use the following

Biopsychosocial analysis matrix

Attention deficit hyperactivity disorder according to the AMERICAN PSYCHIATRIC
ASSOCIATION (APA). (2002) is a persistent pattern of inattention and/or hyperactivity-
impulsivity that is more frequent and severe than that usually observed in subjects of a
similar level of development. (P. 82) it is also important to mention what a report carried
out by the National Institute of Mental Health of the United States S/F highlights when it
mentions that this disorder is one of the most common in childhood and can continue until
adolescence and even until adulthood. adulthood significantly affecting the academic,
social and work functioning of those who suffer from it. Symptoms include difficulty
controlling behavior and excessive activity and impulsivity.
From the Biopsychosocial model, the three factors that influence the development of
different pathologies are analyzed. In this particular case, for Attention Deficit
Hyperactivity Disorder, we must take into account the following factors or elements.
Lemos Giráldez 2003 states that vulnerability to psychological disorders is linked to the
quality of the organization between all these systems and not to any isolated component.
biological elements Psychological Elements Social Elements
According to Tirado-Hurtado B. Based on the medical model, from Regarding social factors, Roca and
et al 2012 states that The etiology which it is assumed that psychological Alemán (2000) point out that those children
of ADHD has not yet been problems are the result of specific whose development occurs in conflictive
clarified although a physical conditions, children's and violent family environments or in those
multicausality is proposed. difficulties within the educational field families whose parenting style tends to be
Among the neurobiological are conceptualized as "impairments" permissive may be at risk, to the extent that
findings, dysfunctions in the or "disabilities", which leads to the they do not allow the development of self-
fronto-striatal pathways in implementation of occupational control skills. Additionally Tirado-Hurtado
relation to noradrenergic and therapy. as an essential requirement to B. et al 2012 emphasizes that in the social
dopaminergic activity are noted. meet academic achievements and sphere it is known that children with ADHD
Research also suggests the overlapping the development of the constantly receive negative responses to
existence of a hereditary factor; curricular plan. This measure involves their impulsivity and hyperactivity from
(¨page 78) several genes are disintegrating children from the their environment, which contributes to their
being investigated that would normal educational environment. low self-esteem. On an academic level,
significantly affect making Likewise, when assigning the cause of although most children with ADHD have an
people more vulnerable to the imbalance to the child or his IQ similar to the rest, academic delays and
suffering from this disorder. problem, it is assumed that the specific learning disabilities have been seen.
Prenatal factors include alcohol etiology is strictly individual, which is There is evidence that affirms that ADHD
consumption by the pregnant why other aspects such as family influences the violent behavior of the young
mother, smoking and the use of dynamics or educational processes are person and
other psychoactive substances, not considered (Jones, 2003). ADHD the highest risk of dropping out of school
and some viral infections. is linked to the symbolic constructions and drug addiction
Perinatal factors include neonatal of mental disorders, as linguistic (5,9). Finally, longitudinal and recent
asphyxia, low birth weight, practices around them (Ramos, 2016) studies
preterm birth, and various point out that children with ADHD generate
complications of childbirth (such use
as hemorrhage and of medical resources more than double that
preeclampsia), including early of children
sequelae such as neonatal of the same age without ADHD, which
seizures. means that the
negative burden of ADHD extends beyond
the
social, behavioral and academic parameters

2. How is Attention Deficit Hyperactivity Disorder (ADHD) different from other

behavioral disorders such as conduct disorder and oppositional defiant disorder?

Disorder differentiation matrix .

Behavioral Diagnostic Features Symptoms

Disorders
ADHD This disorder according to APA 2002 is Hyperactivity can be manifested by
mainly characterized by presenting a fidgeting or squirming in your seat.
persistent pattern of inattention and/or Impulsivity is manifested by impatience,
hyperactivity-Impulsivity that is more difficulty postponing answers, giving
frequent and severe than that usually hasty answers before the questions have
observed in subjects of a similar level of been completed.
development. For this disorder, a series of symptoms or
There must be clear evidence of criteria must be met, which Morin, AS/F
interference in social, academic or work summarizes more specifically:
activity appropriate to the level of Their motor activity leads them to
development. continually get up from their seat, chat
Behavioral manifestations often occur in with their classmates, make noise... which
multiple contexts, including home, causes constant interruption from the
school, work, and social situations. To teacher.
establish the diagnosis, it is necessary Their difficulty concentrating makes them
that there is some alteration in at least easily distracted, leading them to dedicate
two of such situations more time than normal to completing
school tasks and to obtain lower
performance. This poor academic
performance is also a consequence of poor
sequential memory, causing learning
difficulties in both arithmetic operations
and reading and writing.
Their impulsivity usually leads them to a
desire to finish tasks as quickly as
possible, which causes them to make so
many mistakes, such as eating syllables or
words when they write or read, confusing
some words with others.
DISSOCIAL According to the diagnostic criteria Individuals with conduct disorder may
established in the DSM-IV, the essential have little empathy and little concern for
characteristic of conduct disorder is a the feelings, desires, and well-being of
 persistent and repetitive pattern of others. Especially in ambiguous situations,
behavior in which the basic rights of aggressive individuals affected by this
others or important social norms disorder frequently misperceive the
appropriate to the subject's age are intentions of others, interpreting them as
violated. The behavior pattern usually more hostile and threatening than they
occurs in different contexts such as really are, responding with aggression that
home, school or the community. in such case they consider reasonable and
Since subjects with conduct disorder justified. They may be callous, lacking
tend to minimize their behavioral appropriate feelings of guilt or remorse.
problems, the clinician must often rely
on other informants. These behaviors are
divided into four groups: aggressive
behavior that causes or threatens
physical harm to other people or animals
(Criteria A1-A7), non-aggressive
behavior that causes loss or damage to
property.
DEFIANT The essential characteristic of Negative and defiant behaviors are
oppositional defiant disorder is a expressed by persistent stubbornness,
NEGATIVIST recurrent pattern of oppositional, defiant, resistance to commands, and reluctance to
disobedient, and hostile behavior compromise, give in, or negotiate with
directed toward authority figures that adults or peers. Provocations can also
persists for at least 6 months. (APA include deliberate or persistent testing of
2002, p. 96) established boundaries, usually ignoring
commands, arguing, or not accepting
being blamed for one's actions. Hostility
can be directed at adults or peers and is
manifested by deliberately annoying
others or verbally attacking them.
During the school years there may be low
self-esteem, emotional lability, low
tolerance for frustration, use of profanity
and early consumption of alcohol, tobacco
or illegal substances. Conflicts with
parents, teachers and classmates are
frequent. A vicious cycle can develop in
which parent and child bring out the worst
in each other. Oppositional defiant
disorder is more prevalent in families
where the child's care is disturbed by the
succession of different caregivers or in
families in which educational practices are
harsh, incoherent or negligent. Attention-
deficit/hyperactivity disorder is common
in children with oppositional defiant
disorder. Learning disorders and
communication disorders also tend to be
associated with this disorder.

3. Does Attention Deficit Hyperactivity Disorder (ADHD) depend on culture, age and sex?
Support your answer theoretically.

Given that the DSM-IV establishes a series of diagnostic criteria for this disorder, it is
indicated that the minimum number of symptoms required to meet criterion A is 6 of the 9
of inattention and 6 of the 9 of hyperactivity-impulsivity, This criterion is applied to
children and adolescents without considering differences due to age and sex. However,
there is one aspect to consider is the variation in symptoms according to sex, according to
Amador, J. In 2001, it was stated that in a community population, boys present a greater
number of symptoms of inattention and hyperactivity-impulsivity than girls. (P. 13)
Therefore, the number of symptoms necessary for diagnosis should be established based on
the age and sex of the subject. Another aspect to take into account is whether the
symptoms, and their formulation, are relevant for all ages. The symptoms proposed in the
DSM-IV are the same for all ages. It does not seem appropriate to maintain the same
symptoms for children, adolescents and adults. It is possible that the symptoms of
inattention can apply throughout the entire life cycle, but the symptoms of hyperactivity
and impulsivity vary with age. Hyperactivity in adolescents and adults is more covert, and
the symptoms listed in the DSM-IV are not adequate to describe it. It is also important to
say that at the cultural level, prevalence rates differ according to different cultures and
geographical areas.

4. What environmental factors can favor the appearance of Attention Deficit Hyperactivity
Disorder (ADHD)? Explain your answer.

The study of environmental variables includes pre- and perinatal factors, such as low
weight, preterm birth, exposure of the pregnant woman to toxic substances (Rowland,
Lesesne, & Abramowitz, 2002 cited in Vargas, A. M. & Parales, C. J. (2017), as well as
complications in pregnancy, threats of abortion, cigarette and alcohol consumption, and
disabling flu during the gestation period (Martínez, 2006; Toledo, 2006). Other research
has shown the influence of diet on the course of the disorder. A meta-analysis carried out
by Martínez (1989 cited in Vargas, A. M. & Parales, C. J. (2017)) showed a trend towards
decreased expressions of hyperactivity and impulsivity when children with ADHD eat
sucrose-free diets and foods with artificial additives, although in general the results were
contradictory.

5. What are support networks and how do they work for cases such as Attention Deficit
Hyperactivity Disorder (ADHD) in adolescents?

Social support networks are those that accompany us throughout our lives, in order to
support us and help us fulfill the full development of each of the stages or transcendental
moments of our life, that is, as Ligth and Keller mention, cited by Madariaga in Gallego,
TS 2011 “social networks are the fabric of relationships between a set of people who are
linked directly or indirectly through various communications and commitments that can be
seen as a voluntary or spontaneous appreciation” (Page 117) For In the case of Attention
Deficit Hyperactivity Disorder, the patient's family plays a fundamental role since it
becomes the main source of personal or direct support with which the patient can recover or
acquire abilities that allow him to live and act in a normal way. more autonomous and
satisfactory when it comes to complying with the proposed treatment after having been
properly diagnosed.
Institutions or professionals also play an important role as a support network since through
them the appropriate interventions for this disorder are planned and executed, and as we
mentioned in the previous point, there are prevalence variables among all patients and It is
important to establish a specific intervention plan that adjusts to the needs and compliance
of criteria of each patient.

Bibliographic references

Amador, JA 2001: Characteristics of attention deficit hyperactivity disorder. University of

Barcelona. https://www.raco.cat/index.php/AnuarioPsicologia/article/download/
61688/88455
AMERICAN PSYCHIATRIC ASSOCIATION (APA). (2002). Diagnostic and Statistical
Manual of Mental Disorders DSM-IV-TR. Barcelona: Masson. (pp. 58-145).
https://psicovalero.files.wordpress.com/2014/06/manual-diagnc3b3stico-y-
estadc3adstico-de-los-trastornos-mentales-dsm-iv.pdf
CONTINI, N. Some conceptual links between developmental psychopathology, personality
and child and adolescent psychological evaluation. Science. Psycho . [on-line].
2018, vol.12, n.1, pp.147-157. ISSN 1688-4094.
http://dx.doi.org/10.22235/cp.v12i1.1604 .
Gallego TS 2011. Social networks and human development. BARATARIA Castellano-
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Jones, R. TO. (2003). The construction of emotional and behavioral difficulties.
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Morin, A. S/F What is the difference between disruptive, impulse control and conduct
disorders and ADHD? Understood. https://www.understood.org/es-mx/learning-
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Ramos, C. (2016). The hidden face of ADHD. Psychology, Knowledge and Society, 6(1),
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Roca, M. & Alemán, L. (2000). General characterization of psychological disorders
popularly known as hyperactivity: Attention Deficits – Hyperactivity Disorder
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Tirado-Hurtado, Benilde C., & Salirrosas-Alegría, Cristopher, & Armas-Fava, Lourdes, &
Asenjo-Pérez, Conchita (2012). Some factors related to attention deficit
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