ADHD Friendship

Adolescents and adults who suffer from ADHD often experience social skill deficits and maintain a poorly developed set of communication skills. When considering a familial relationship between a parent and their child, it feasible to presume that said deficits may affect how a parent interacts and accommodate with their children when ADHD is present in either the parent or child. The parent-child relationship has been concluded to be a significant family factor influence on children’s normal and abnormal social, behavioral and emotional development (Cox and Paley, 1997; Paley et al. 2000; Waters and Cummings, 2000).

There’s a lot that most people doesn’t know about ADHD, which are the fact, statistics and what it is. People with ADHD would have a hard time getting along with others because the others are so brainwashed of thinking that person with ADHD is mentally crazy or plain dysfunctional. Instead of judging those who have a disorder why not help them or just stop being so judgmental because you’ve never stepped once in their shoes. The unknown of those with ADHD that most people don’t recognize is that they judge us because they see a hyper boy or girl who’s “bouncing off the wall”. Or they judge us as a stereotype thinking that those with ADHD are mentally retarded.

Attention deficit hyperactivity disorder (ADHD) is the most common neurological disorder and is mainly diagnosed in childhood, although it can carry on into adulthood. ADHD often occurs in more in males than females. A child with ADHD might daydream, forget or lose things, fidget, talk too much, and having trouble socializing. School can be very challenging for a child with ADHD. A child with ADHD may have trouble concentrating in school, have difficulties reading and writing, and have trouble making friends and socializing.

Some students have major difficulties in life when faced with Attention deficit hyperactivity disorder, or more commonly referred to as “ADHD” , although if recognized early by noticing symptoms this disorder can be properly treated and contained causing minimal troubles for the victim. ADHD will distinguish itself commonly at an early age. There are exceptions to this with ADHD in adults. Some people can go years without noticing their disorder. These people in particular fall to the devastating effects of this disorder. They do have the power in their

It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who

Attention deficit hyperactivity disorder (ADHD) is one of the most common and most distressing disorders amongst school-age children, yet it is probably one of the least well understood. It has received a lot of awareness mainly because of the large numbers of children receiving drug treatment for the disorder. Where children have behavioural problems and parents are finding it hard to manage, it is expected that they will turn to teachers for guidance and help. ADHD can drastically affect children's development at school, not only their work but also their social progress and the relationships that they have with teachers and their peers. If not identified early, long-term

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

The main topic of this page is information and statistics pertaining to children that possess the disorder of ADHD. It provided several statistics amongst the boys and girls that have ADHD. It also provided percentages and rates of how many children are diagnosed with the disorder. It revealed that statistically proven boys are more likely to become diagnosed with the disorder than females are. This site also provided statistics ad ratings of the different treatments that children are taking and how many American children received treatment for the disorder in 2011. There was also a percentage representing the children that may have been diagnosed with the disorder but are not receiving any type of treatment for it. There are also facts supporting that parents that may have been diagnosed with the disorder are more likely to reproduce children that suffer from the same disorder opposed to parents who have not been diagnosed or exhibited any behaviors or symptoms of ADHD. It is also quoted that children that have been diagnosed with the disorder may form a issue with maintaining any relationships or friendships amongst their peers. There was also a percentage that supported the fact that the children that suffer from the disorder of ADHD have a higher rate or major injuries and hospital visits compared to the average child. There is also a high economic cost to care and treat children that suffer from this disorder.

The symptoms associated with ADHD cause strain in social relationships and can lead to a reduced quality of life. Adolescents with the condition have fewer friends, participate in fewer peer related activities, and tend to associate with troubled youth. Adolescents with ADHD are also more likely to have relational aggression in their relationships. With males, the aggression tends to be more physical while with females the aggression is more covert. It is common for adolescents with ADHD to be rejected by their peers. They are often seen as awkward or immature. This social rejection is often more pronounced with females (Quinn et al, 2014).

In this article from the Journal of Research in Special Educational Needs, Pote and Bellanca (2013) explore children’s attitudes towards ADHD other Learning Disabilities from a conative (measure of social distance) and cognitive (measure of positive or negative attributes ascribed to a person) perspective. The results of their study showed that characteristics associated with ADHD can result in negative attitudes and stigma from other children, causing problems with peer relationships. The other children begin to perceive an individual with ADHD’s behaviors in a negative

Almost all of the sufferers have bad temper and lack of patience, which are the symptoms of this disease when facing others. In the other words, they have lower emotional stability. The individuals without ADHD, especially those who have less sympathy, will less regard people have lower emotional stability as best friends or partners. It has been pointed that Peer rejection is appeared on more than half of ADHD children sufferers. When they grow, the problem may get worse, as social rejection. It shows that ADHD will deteriorate sufferer’s emotional stability and finally affect their social

The question is how does over medicating have an effect on a child's social skills? Research has indicated that there is a high correlation between children who have ADHD and their social skills according to nspt4kids.com. Due to the side effects of the medication, it is possible that it could cause social problems. For example, if the student is experiencing insomnia from the medication, they may be irritable and not want to be bothered with their peers and may isolate themselves from others. In eyes of their peers, they are viewing the student as if they are a loner or strange because they are isolated. As a result, it could make others not want approach them and be friends leaving the student with ADHD isolated and

In the article “ADHD Grows Up” by Tim Billkey, Craig Surman & Karen Weintraub, these authors inform us about ADHD throughout the years. ADHD stands for attention-deficit hyperactivity disorder. This disorder is common in both girls and boys. Three types of ways you can recognize ADHD is trouble paying attention, restlessness, and impulsivity. These symptoms usually occur in the adulthood that can serve with many consequences. These consequences can vary from grades dropping, job opportunities and trouble getting things done. Emotion and expression can have a downfall also, for the reason that people with ADHD have trouble controlling those feelings. This may cause them to push people away or have a poor social life. Reducing

This article covers the topic of outcomes as it relates to children with ADHD. They address five very important questions that relate to these students. They also discuss and share that research has come up with very few positive solutions that help academic outcomes with those diagnosed with ADHD. My research left me with more questions than answers as I found that there are very divisive opinions surrounding the topic of ADHD and its legitimacy.

Langberg, Epstein, Urbanowicz, Simon, and Graham (2008) is in agreement with Smith et al. (1998) that children with ADHD will display off tasks, impulsive, and disruptive behaviors in the classroom (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Also, Raggi and Chronis (2006) state that academic difficulties for children and adolescents with ADHD include failure to complete homework, poor comprehension of material, poor study skills, low test and quiz grades, poor preparation for class, disruptive behavior, peer conflict, and conflict with teachers (Raggi & Chronis, 2006). Adolescents can also experience new sets of problems due to physical and social maturity such as automobile accidents, traffic tickets, difficulty in romantic relationships, vocational problems, and substance use and abuse (Evans, Timmins, Sibley, White, Serpell, & Schultz, 2006). Although these problems usually do not occur until high school, these negative outcomes usually start in middle school (Evans, Timmins, Sibley, White, Serpell, & Schultz, 2006). Children and adolescents with symptoms of hyperactivity can have an effect on their academic functioning such as difficulty staying seated in the classroom; excessive fidgeting; greater touching of objects; and playing noisily (Raggi & Chronis, 2006). Negative consequences can occur because of hyperactivity such as increased discipline and negative teacher attributions in the classroom and lower