Which is better childhood or adulthood
Psychiatry, Psychosomatics & Psychotherapy
The symptoms of ADHD are already evident in many sufferers in their early childhood through a very high level of activity. Some children experience so-called regulatory disorders, i.e. they have difficulty ingesting food and digestion, as well as having trouble sleeping. Their mood is often irritable and they scream a lot. These abnormalities can become very stressful for the parents. The development of ADHD is likely to be favored if such regulatory disorders in the child are accompanied by excessive demands on the parents.
The symptoms worsen in many children from toddler to kindergarten age. Significant hyperactivity and extreme activity on the part of those affected are particularly pronounced in kindergarten age. Those affected find it difficult to get to a calm and persistent game. In some cases the abnormalities can be observed more clearly in kindergarten than in the family. Some children also have developmental delays. For example, they are less skilled in their gross and fine motor skills, which can lead to difficulties, for example, in cutting with scissors or in coloring something. The children often have an aversion to activities that require perseverance and skill. Some children also show delays in language development.
With entry into primary school, many affected children experience a significant increase in difficulties. The symptoms become particularly clear at this point, as the children are suddenly confronted with demands for rest, perseverance and the ability to concentrate that overwhelm them. The symptoms of hyperactivity, inattentiveness and impulsiveness are particularly pronounced in class. In the family or in the context of all-day care, coping with homework is often a central problem.
Affected children often show specific weaknesses in individual school subjects, especially reading and spelling skills, but arithmetic skills can also be significantly impaired. Due to hyperactivity and impulsiveness, but also due to disorders of fine motor skills, the typeface can be very illegible. Oppositional, refusing and aggressive behavior occur particularly frequently as coexisting disorders. Experiences of failure can encourage the development of oppositional disorders and the development of emotional problems. School difficulties can be so severe that grade repetitions and retraining are necessary. In addition, the symptoms during this time very often lead to affected children being rejected by their peers. These exclusion experiences can in turn increase the development of low self-esteem and the expansion of aggressive behavior. The change to secondary school leads to new stressful school situations.
In adolescence, motor restlessness is reduced in many cases, while impulsiveness and attention disorders, and thus mostly school problems, often persist. In the case of children with a favorable course of the problem, there are often no longer any differences to their peers, even if they are still considered to be very lively. Adolescents with ongoing ADHD, on the other hand, often find it difficult to organize themselves. In adolescence, coexisting disorders and problems sometimes come to the fore in the overall problem. Adolescents who showed aggressive behavior as children have a high risk of developing antisocial-aggressive behavior. The age-typical tendency towards drug consumption is clearly stronger. Because of their impulsiveness, adolescents with ADHD are more prone to risky behavior than their peers. Because of many school failures, young people tend to refuse to perform and defend themselves against school demands. Already in childhood, many children affected by ADHD develop interaction disorders with caregivers and peers, which can become worse in adolescence. Emotional abnormalities can develop into pronounced depressive symptoms.
The behavior problems of adolescence can continue into adulthood in some of those affected, while in others the problems decrease further as they enter adulthood. ADHD is often overlooked as a relevant disorder in adults. According to the available data, the incidence of ADHD in adults is around 2-3%.
The symptom of hyperactivity is hardly in the foreground in adults affected by ADHD and is replaced by a feeling of inner restlessness for many. However, impulsiveness can persist and at this age manifests itself, for example, in the fact that those affected find it difficult to wait. In conversations, for example, it often happens that you interrupt your conversation partner, find it difficult to think about spontaneous ideas more closely or, for example, to wait in a row. The greatest limitations for many adults arise from problems with attention and concentration. As a result, you experience considerable restrictions in your professional life, in your family, but also in your leisure time. Their lack of organizational skills makes it difficult for them to structure their everyday lives, they are forgetful and sometimes act completely haphazardly.
Attention disorders are perceived as very stressful by adults. Poor concentration, forgetfulness, organizational deficits and a chaotic working style make everyday working life difficult. Adults with impaired attention therefore experience more career changes than other people. Massive self-esteem problems and depressive moods often occur.
Effects in private life
The inattention also has a strong influence on private life. There is often chaos at home, private appointments are forgotten, promises are not kept, and listening is difficult. The partner cannot rely on the person affected, and tensions and arguments in the family accumulate.
In addition, there are possible impulse control disorders, which make living together particularly difficult. Sudden outbursts of anger, volatility, extreme impatience, socially inappropriate behavior, failure to excuse and risky driving behavior can make life difficult for everyone involved.
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