Over the last few years, various articles and interviews have appeared questioning the existence of Attention Deficit Hyperactivity Disorder (ADHD), leading to a series of doubts and myths about it. From Psyciencia comes an article clarifying the evidence for and against ADHD, outlining the explanatory models and clarifying the veracity of the myths that may have arisen.<\/p>\n\n\n\n
At this point, it’s worth commenting on some ideas presented in the text.<\/p>\n\n\n\n
(\u2026) Expressing beliefs of this nature is related to attributing voluntariness and aversive intentionality to the altered behaviours that the child exhibits.<\/p>\n\n\n\n
This point refers to the perception, by a non-affected person, that the pathological behaviour of the child (or, to a lesser extent, the adult with ADHD) is voluntary, that they could choose not to show that behaviour or that they could control it and simply don’t want to. This perception can extend to any psychological problem or disorder. It’s possible that, when we are with a person who is experiencing depression, we think that they are not making enough effort to improve. Or that a person with recurrent obsessive thoughts does not establish control over these thoughts because they don’t want to, when the reality is that they can’t<\/em>. We must bear in mind that, when faced with a psychological problem or disorder, the affected person encounters emotions and cognitions that are, at that moment, beyond their control, so simply wanting to improve is not enough. That’s why psychological therapy is essential here, to help the affected person understand what is happening to them and why, and to provide them with the necessary tools to cope with their problem.<\/p>\n\n\n\n Taking as an example the data derived from research carried out to determine which factors contribute to the appearance of ADHD, the following three explanatory models can be differentiated\u2026<\/p>\n\n\n\n The article discusses three different explanatory models for ADHD. This can lead to confusion if it is approached from the wrong perspective. Commonly, years of research on the same problem from different fields have given rise to different explanatory models (biomedical model and psychosocial model, for example), sometimes giving the feeling that there is a struggle between them, that both models cannot coexist. Here, we must be aware that any explanatory model that consists of a solid theoretical and empirical basis is worthy of being considered valid and studied, and that different valid models do not contradict each other, but rather complement each other. The development of most psychological disorders is multifactorial, and as such, it would be pointless to ignore a part of the factors that favour their appearance. From this point of view, the biomedical, psychological, social or family models do not contradict each other, but rather complement each other.<\/p>\n\n\n\n The full article develops the aspects related to the existence or non-existence of ADHD as a differentiated disorder. It also studies the effectiveness and possible recommendation of using pharmacological or psychoeducational treatment. In addition, it establishes a series of recommendations and guidelines for the improvement of children with ADHD. <\/p>\n\n\n\nOn Explanatory Models<\/h2>\n\n\n\n