ADHD and Attention Difficulties: How to Help, Understand and Support Children and Young People

Reviews

1. 

   Jennifer Heseltine Specialist Senior Educational and Child Psychologist, Shropshire Educational Psychology Service – 1st November 2022

   Written by authors who have drawn from professional experiences in teaching and education, this book provides both an introduction and a practical, accessible guide, to Attention Deficit
   Hyperactivity Disorder (ADHD). It covers a range of areas, including learning at school, support for behaviour, working in partnership with others, and ADHD issues at home. While acknowledging that there are a range of traits and behaviours commonly associated with ADHD, the authors highlight the concept of ‘consistent inconsistency’ which refers to how children with
   ADHD often present with erratic performance that perplexes parents and teachers. The problem is not that they cannot do the work, but that they cannot sustain their productivity
   in the way others can (Barkley, 1997). The authors emphasise the need for individualised approaches, and ‘How to Help’ sections at the end of chapters provide key points and practical
   strategies. The text draws on a range of relevant theoretical concepts and refers to potentially useful strategies such as Kuypers’ ‘Zones of Regulation’ and Grey’s ‘Comic Strip Conversations’. Two chapters, one on how ADHD can affect memory, and another on research into the use of supportive technology, are particularly interesting.

   Some important references are made to co-occurring and overlapping conditions and to the systemic view that ADHD is impacted by complex interacting components including environmental factors. While the book does not rely solely on a medical model it may have been useful to provide an explicit acknowledgement of the view that disrupted attachment and developmental trauma can present in a similar way to ADHD, leading to inaccurate identification in some cases.

   While noting that medication can appear to provide positive benefits for some, cautionary observations are also made: for example, that medication does not ‘cure’ ADHD; that there can
   be side effects; and that it remains a controversial area. The authors observe that medication is often one of the first treatments offered to manage ADHD (page 6) and later recommend that
   medication should only be considered: ‘where earnest attempts at non-medical intervention have proved insufficient’ (page 107). It may have been helpful to provide signposting to
   a more thorough research base concerning the benefits and risks involved in medicating, particularly in the case of children and young people. However, in fairness, there is a distinct
   shortage of research examining the long-term impact of medication on the developing brain (Chang et al., 2019; Cortese et al., 2018), which means that we don’t yet know a great deal
   about the potential risks.

   The authors do in fact place high importance on non-medical strategies, such as developing adaptive coping mechanisms, making environmental adjustments, developing self-regulation,
   sensory management, and others providing direct support. ‘Begin with need, not diagnosis’ is a succinct but important point made.

   The book is well organised and easy to follow. It concludes with some first-hand personal accounts from parents of children with ADHD, and from adults living with ADHD, including
   positive life outcomes and powerful stories of resilience in the face of the challenges presented. Authentic and honest narratives from families describing the challenges of parenting
   a child with ADHD will likely resonate with readers who may be at the start of their ‘ADHD journey’. Finally, signposting to potentially helpful organisations continues the practical and
   user-friendly overall approach.

   Recommended for: teachers, teaching support staff, key workers, and parents.
   Style: practical, easy to read.