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Let’s talk about ADHD!
Much of the available information on ADHD is aimed at parents and carers rather than children. The ADHD Animation Research Team at Cardiff university talk about the medium for addressing children.
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Meet the expert: Practical Updates in ADHD, with Professor Samuele Cortese
We caught up with the presenter – Professor Samuele Cortese, Professor of Child and Adolescent Psychiatry at the University of Southampton and one of the world’s most influential researchers in ADHD – about the topic itself, his career, and his hopes for the event.
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Operationalizing the ICF Core Sets for Autism and ADHD: From Framework to Feasible Tool
Alehagen, Bölte, and colleagues conducted a feasibility study to develop and user-test an online platform for the ICF Core Sets for autism and ADHD. The study found that the platform was easy to use, acceptable to participants, and capable of capturing the diversity of functioning profiles, with iterative revisions addressing user feedback. The tool is now ready for psychometric validation.
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Inclusion and Advocacy for Women with ADHD: Addressing Inequities and Challenging Diagnostic Bias on International Women’s Day
March 8th, 2024 is International Women’s Day and this year’s theme is “Inspire Inclusion.” Unfortunately, women who hold multiple intersecting identities that are systemically oppressed world-wide are often excluded from discussions. One example includes women who are neurodiverse, and more specifically for this post, women with attention-deficit/hyperactivity disorder (ADHD). Women and non-binary folks are often excluded from appropriate diagnosis of ADHD due to bias in providers, boy/men-dominated symptoms in the DSM-5 (Barkley, 2023; Hinshaw et al., 2021), socialization to mask and internalize symptoms, and sexism and other forms of discrimination. As with most discrimination, this is even worse for women with ADHD who also hold other systemically oppressed identities. This blog will focus on how to increase equity for women with ADHD with concrete solutions for multiples systems that affect them.
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Online ADHD service map aims to stop young people slipping through net
Researchers at the University of Exeter have released a map put together from the results of a national survey. The new map aims to help identify existing services and gaps in provision for young adults with Attention Hyperactivity Deficit Disorder (ADHD).
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Societal context of ADHD
Paul McArdle, CAMHS Consultant, Honorary Senior Lecturer and ADHD specialist, spoke to The Bridge about the societal context of ADHD and a pilot programme he ran to try and reach children leaving care, many of whom suffered from the disorder.
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Enhancing Motivation in Adolescents With ADHD: Long-Term Insights From the STAND Trial
ADHD is a long-term condition that often continues into adulthood, bringing academic, social, and health challenges. A new community trial tested Supporting Teens’ Autonomy Daily (STAND), a programme that combines motivational interviewing with parent–teen collaboration and training in organisation, time management, and planning skills. The study found that STAND improved outcomes when delivered by licensed therapists, highlighting both promise and implementation challenges.
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ADHD Awareness Month 2022; Understanding a Shared Experience
This ADHD Awareness Month, we encourage you to explore the learning opportunities available on our website, and to share with your networks. Together we can correct misunderstandings, educate the wider public, and highlight the lived, and shared, experience of young people with ADHD.
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Attention-Deficit/Hyperactivity Disorder in Children and Adolescents: Current Evidence and Clinical Practice
Research over the past decade have refined our understanding of ADHD epidemiology, neurobiology, diagnosis, and treatment, with growing emphasis on evidence-based assessment, multimodal intervention, and shared decision-making with young people and families.
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The Centre for Attention Learning and Memory (CALM) Approach to Neurodevelopmental Research – MRC Cognition and Brain Sciences Unit University Of Cambridge
Our thinking around neurodevelopmental disorders is undergoing a period of rapid change. The traditional approach, endorsed by classification systems such as the Diagnostic Statistical Manual, defines neurodevelopmental disorders such as autism and attention-deficit hyperactivity disorder (ADHD) as distinct categories.
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