{"title":"Current Evidence and Diverse Perspectives on Attention-Deficit/Hyperactivity Disorder: A Systematic Review","authors":"A. Amnie","doi":"10.30564/jpr.v4i2.4384","DOIUrl":null,"url":null,"abstract":"Introduction: ADHD is one of the most common neurodevelopmental disorders in childhood and adolescence. Although the disorder starts to manifest early in childhood, a significant proportion of cases often persists into adulthood. ADHD negatively and significantly impacts social and occupational functioning and academic performance. A number of extant theories and scientific evidence provide insight into the genesis and manifestations of ADHD and the attendant challenges of significant dysfunction that individuals may encounter at home, school, and the workplace. Method: This systematic review was conducted through a literature search for published peer-reviewed articles using standard PRISMA guidelines. The goal of the study was to explore current theories, models, concepts, and risk factors about ADHD in published in peer-reviewed literature,. We made use of use several online databases— including PsycINFO, PubMed, Web of Science, ScienceDirect, and Medline in the process of searching for relevant studies. Relevant peer-reviewed publications since the 1980s when the term Attention-Deficit/Hyperactivity Disorder (ADHD) was introduced in DSM-III-R were included. Non-peer-reviewed publications, including dissertations, editorials, commentaries, and materials published in languages other than English were excluded. Results and Discussion: The results of the review indicated that ADHD is characterized by a behavioral reaction that interferes with personal and social functioning. The factors associated with ADHD fall into several major thematic areas, including genetic and hereditary factors; dietary and nutritional factors; parenting and behavioral factors; adverse early life events, and high-risk environmental factors, crystallized by a number of developmental and behavioral theories. The review also identified a number of extant models and theories that attempt to explain the diverse perspectives associated with ADHD. Conclusion: This study has attempted to identify the major risk factors and diverse models and theories associated with ADHD. The thematic risk factors include genetic and hereditary factors; dietary and nutritional factors; parenting and behavioral factors; adverse early life events, and high-risk environmental factors. The most prominent models identified include the biomedical model and the bio-psycho-social models, the latter being a more holistic approach which aims to treat both the patient and the disease. This review would provide an additional evidence base to individuals, families, and educators to make informed choices and decisions in the best interest of the affected children, including personal growth, healthcare, and medical needs, academic performance, and social skills development. ","PeriodicalId":46542,"journal":{"name":"International Journal of Psychological Research","volume":"102 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Psychological Research","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.30564/jpr.v4i2.4384","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: ADHD is one of the most common neurodevelopmental disorders in childhood and adolescence. Although the disorder starts to manifest early in childhood, a significant proportion of cases often persists into adulthood. ADHD negatively and significantly impacts social and occupational functioning and academic performance. A number of extant theories and scientific evidence provide insight into the genesis and manifestations of ADHD and the attendant challenges of significant dysfunction that individuals may encounter at home, school, and the workplace. Method: This systematic review was conducted through a literature search for published peer-reviewed articles using standard PRISMA guidelines. The goal of the study was to explore current theories, models, concepts, and risk factors about ADHD in published in peer-reviewed literature,. We made use of use several online databases— including PsycINFO, PubMed, Web of Science, ScienceDirect, and Medline in the process of searching for relevant studies. Relevant peer-reviewed publications since the 1980s when the term Attention-Deficit/Hyperactivity Disorder (ADHD) was introduced in DSM-III-R were included. Non-peer-reviewed publications, including dissertations, editorials, commentaries, and materials published in languages other than English were excluded. Results and Discussion: The results of the review indicated that ADHD is characterized by a behavioral reaction that interferes with personal and social functioning. The factors associated with ADHD fall into several major thematic areas, including genetic and hereditary factors; dietary and nutritional factors; parenting and behavioral factors; adverse early life events, and high-risk environmental factors, crystallized by a number of developmental and behavioral theories. The review also identified a number of extant models and theories that attempt to explain the diverse perspectives associated with ADHD. Conclusion: This study has attempted to identify the major risk factors and diverse models and theories associated with ADHD. The thematic risk factors include genetic and hereditary factors; dietary and nutritional factors; parenting and behavioral factors; adverse early life events, and high-risk environmental factors. The most prominent models identified include the biomedical model and the bio-psycho-social models, the latter being a more holistic approach which aims to treat both the patient and the disease. This review would provide an additional evidence base to individuals, families, and educators to make informed choices and decisions in the best interest of the affected children, including personal growth, healthcare, and medical needs, academic performance, and social skills development.
ADHD是儿童和青少年最常见的神经发育障碍之一。虽然这种疾病在儿童早期就开始表现出来,但很大一部分病例通常会持续到成年。多动症对社会、职业功能和学习成绩有显著的负面影响。许多现存的理论和科学证据提供了对ADHD的起源和表现的见解,以及个人可能在家庭、学校和工作场所遇到的重大功能障碍的挑战。方法:采用标准PRISMA指南对已发表的同行评议文章进行文献检索。这项研究的目的是探索目前发表在同行评议文献中的关于多动症的理论、模型、概念和风险因素。在检索相关研究的过程中,我们使用了PsycINFO、PubMed、Web of Science、ScienceDirect、Medline等多个在线数据库。收录了自20世纪80年代DSM-III-R中引入注意力缺陷/多动障碍(ADHD)一词以来的相关同行评议出版物。非同行评审的出版物,包括论文、社论、评论和非英语语言出版的材料被排除在外。结果和讨论:回顾的结果表明ADHD的特征是一种干扰个人和社会功能的行为反应。与ADHD相关的因素分为几个主要的主题领域,包括遗传和遗传因素;饮食和营养因素;教养与行为因素;不良的早期生活事件和高风险的环境因素,由许多发育和行为理论结晶。该综述还确定了一些现存的模型和理论,试图解释与多动症相关的不同观点。结论:本研究试图确定ADHD的主要危险因素以及与ADHD相关的多种模型和理论。专题风险因素包括遗传因素和遗传因素;饮食和营养因素;教养与行为因素;不良的早期生活事件和高风险的环境因素。确定的最突出的模型包括生物医学模型和生物心理社会模型,后者是一种更全面的方法,旨在治疗患者和疾病。这项审查将为个人、家庭和教育工作者提供额外的证据基础,以便为受影响儿童的最佳利益做出明智的选择和决定,包括个人成长、医疗保健和医疗需求、学习成绩和社会技能发展。
期刊介绍:
The International Journal of Psychological Research (Int.j.psychol.res) is the Faculty of Psychology’s official publication of San Buenaventura University in Medellin, Colombia. Int.j.psychol.res relies on a vast and diverse theoretical and thematic publishing material, which includes unpublished productions of diverse psychological issues and behavioral human areas such as psychiatry, neurosciences, mental health, among others.