At times almost all children have periods when their attention or behavior is out of control

At times almost all children have periods when their attention or behavior is out of control. For
some children, these types of actions are more than an occasional problem. But when parents are presented with the diagnosis that their child has ADHD, a mental disorder that prevents a child or adult from being able to pay attention or sit still what are they to do? ADHD prevents the child from functioning normally. There is much confusion about what ADHD is, and for parents faced with the difficult task of parenting a child with ADHD, it can be stressful. ADHD is becoming an epidemic in America, with more and more children diagnosed daily. As studies and research continue, more information about ADHD disease will be known from cause to prevention as well as further treatment procedures. This paper will take a look at the history of this disorder to the challenges, treatments, preventions, and strategies for parents, siblings and the child diagnosed with ADHD.

Parenting Children with Attention-deficit/hyperactivity
Attention-deficit/hyperactivity (ADHD) disorder is a chronic disorder with the main symptoms of excessive attentiveness, impulsivity, and hyperactivity which cause impairments in a person’s school, work, social and home life (Phelan, 2017). ADHD is a challenging condition for families, schools, and society. Between five and seven percent of children in the United States are frequently diagnosed with ADHD, and about three to five percent of adults (Phelan, 2017). ADHD requires a lifetime of management because it is a disorder that does not go away. ADHD is worldwide and is not limited by a specific country or region. Thomas Phelan (2017) reports that most children and adults who have ADHD also have a second and some a third psychiatric disorder. These individuals usually have learning disabilities, and they lack motor coordination.
ADHD impacts families and Phelan (2017) further reveals that studies show ADHD runs in families, and most mothers with ADHD children have experienced clinical depression. There is parental conflict, separation and even divorce in families with ADHD children. Not only are parents affected but the siblings can feel neglected. The siblings are at a higher risk for ADHD because of the genetic component aspect of the disorder. It is common for a family to have more than one child with ADHD (Phelan, 2017). Today, there is more useful scientific information available about ADHD, resulting in more children being correctly diagnosed and treated. In schools, teachers are receiving training on ADHD, and the disorder is understood to be a neurological, genetic, and treatable condition (Phelan, 2017).
Historical
According to Barkley and Peters (2012) the German physician, Heinrich Hoffman in 1865 was the first to mention a hyperactive child. He wrote poems about the childhood conditions he saw in his medical practice. One character he called Fidgety Phil, which is believed to be a metaphor for ADHD. It was not until 1902 that British physician George Still was the first to describe the behavioral condition in children that is now known as ADHD. Barkley and Peters (2012) also report that Still described children he saw in his practice who displayed severe problems with constant attention. This conduct was consistent with William James’ view in 1890, that sustained attention is vital in proper control of behavior. Still revealed that most of his cases were quite overactive, to aggressive, and defiant, showing little or no control over behavior—a defect in moral power (Barkley & Peters, 2012).
Cause of Disorder
The cause of attention-deficit/hyperactivity is not easy to answer, with all the research and data available this disorder remains a question with some possibilities but no real answers. Dr. Michael Reiff (2011) notes, there are some risk factors identified that will affect a child’s brain development, behavior and if combined may lead to ADHD symptoms (Reiff, 2011). Martorell, Papalia, and Feldman (2014) report that studies show the brains of children with ADHD usually grow normal, but in the frontal cortex, there is a delay in the process by three years. The frontal cortex is the region that controls movement, suppress inappropriate thoughts and actions, focus attention and all the functions disturbed in children with ADHD (Martorell et al., 2014). The motor cortex develops faster than usual and may be the consequence of restlessness and fidgeting of this disorder.
Another risk factor is genetics, Martorell et al. (2014) report that about eighty percent of ADHD is inherited. Many genes have proved to be involved with ADHD, each contributing some small effect. Low levels of a brain chemical vital for attention and cognition, dopamine, has also been linked with ADHD (Martorell et al., 2014). The environmental risk factors which appear with ADHD are birth complications with little birth weight and premature children. Exposure to early adversities, such as the mother’s alcohol or tobacco use, and oxygen deprivation. The problem with identifying possible causes is that many factors can cause and be caused by ADHD (Martorell et al., 2014).
Children and ADHD
Children with ADHD have behavior problems that significantly interfere daily with their ability to function. Attention-deficit/hyperactivity disorder is the most commonly diagnosed developmental-behavioral condition in children, affecting an estimated six to nine percent of school-aged children. Boys are twice as likely to be concerned with ADHD than girls (Starck, Grunwald & Schlarb, 2016). The symptoms of this chronic condition can continue with about sixty to eighty percent into adolescent and some well into adulthood. It can affect a child’s learning, their ability to control their behavior, social skills, and self-esteem (Reiff, 2011).
Attention-deficit/hyperactivity disorder restrictions a child’s ability to filter unnecessary information. Or the capacity to focus, organize, think before acting or carry out other executive type brain functions that are automatic for most people (Reiff, 2011). A short attention span, not able to remember, sit still or act before thinking and a high activity level is all typical characteristics all children display daily. Which is the reason most families are surprised when their child is referred for an evaluation? Other disorders look like ADHD such as a learning disability, oppositional defiant disorder, anxiety or depression, which can make it difficult to determine if it is ADHD or both (Reiff, 2011). Although ADHD is the most researched childhood behavioral disorder with many articles published, there is still much controversy on the nature of ADHD and the best method of treatment.
Parents and ADHD
Studies indicate that ADHD is inherited from either the mother, father or both parents. Starck, et al. (2016) report that forty-one to fifty-five percent of families with one child with ADHD also has at least one parent who is affected. Data provided by Starck et al. (2016) reveals that parents with ADHD have a higher rate of divorce, more interpersonal conflicts, suffer emotional dysfunction and have problems with planning activities. Parents have difficulty keeping appointments, are restlessness during visits and cannot remember instructions. They tend to have more car accidents along with drug and alcohol use than healthy parents.
Parenting stress is related to parenting practices and child development, but parents of children with ADHD experience more parenting stress. Higher levels of stress have a negative impact on parenting practices and affect the parent-child relationship (Higher (Theule, Wiener, Tannock & Jenkins, 2012). Parenting stress also increases the severity of the symptoms experienced by children with ADHD. These include more hyperactivity, inattention, distractibility, and parenting stress has also been indicative of oppositional defiant, aggressive, and externalizing behaviors (Theule et al., 2012). The parent-child interactions are a source of concern, primarily where the parents, symptoms might influence their parental education style as well as parent training. These factors play a significant role in the therapy outcome of the child with ADHD (Starck et al., 2016). Therefore, it not only becomes necessary to treat the child with ADHD but also the parents.
Siblings of Children with ADHD
There is much discussion concerning the possible causes, symptoms, and treatments of children with ADHD, and little known about the non-ADHD siblings. According to King, Alexander & Seabi (2016), non-ADHD siblings feel like the focus of the family is on the sibling with ADHD. They think their parents expect them to care for their sibling, and express feelings of loss, sorrow, and victimization. There is an enormous amount of distress among the siblings of children diagnosed with ADHD and is revealed through violence and aggressive behaviors. Siblings of ADHD children are often jealous because of the amount of attention their parents give the ADHD child (King et al., 2016). The full impact ADHD can have on siblings is limited and more research is necessary to explore this area in-depth.
ADHD Impact on the Family
ADHD impact on the family significantly influences the quality of life for all family members, as well as social relationships. Phelan (2017) reports that ADHD is the cause of frequent disruption in the family. Sibling rivalry is intense as well as parental conflict and stress. Families with parents suffering from ADHD, which is at least one parent of a child with ADHD, shows less family structure in everyday life. “Parental ADHD might affect not only family functioning but also treatment utilization and outcome of child therapy or parent training” (Starck et al., 2016, p. 582).
Treatment
It is essential that when a child is diagnosed with ADHD that the family is also tested to determine if there are others with ADHD. By adequately identifying ADHD in families, results in more efficient treatment plans. Reiff (2011) explains that once ADHD is diagnosed the plan to address the disorder may include medication management, behavior therapy, and some other forms of treatment. The treatment and additional support are based on a specific individual plan. The initial focus of the treatment plan is on the inattentiveness, hyperactivity, and impulsiveness. The program then concentrates on the functional disabilities, which were the first concerns of the parents and teachers. ADHD is a chronic condition and parents, children, and adolescents require ongoing education and treatments over time (Reiff, 2011). The standard model of care for ADHD and any chronic condition is the medical home model. This type of care coordinates all aspects of effective treatment, where parents, children, teachers, doctors, and therapists work together to make the best decisions concerning treatment (Reiff, 2011).
ADHD Children and School
ADHD can be challenging for school-age children because of poor grades, behavior problems and the inability to interact socially with other students. Parents also find school issues a significant concern, because they may change from year to year. Reiff (2011) says problems with attention, control impulses, and behavior can affect a child with ADHD in school and should be addressed early. It is essential for parents to observe how their child functions in the areas of behavior management, academic progress, and social interaction. Reiff (2011) recommends identifying your child’s areas of concern, learning the classroom structure, school policies, teaching style, and what accommodations the school can provide for your child. Teachers are most important, and parents should require they are updated on how to manage behavioral symptoms effectively. Parents are also to learn how to promote school success at home and away (Reiff, 2011).
Parenting and ADHD Children
According to Moghaddam, Assareh, Heidaripoor, Rad, and Pishjoo (2013) “Education and Parenting is one of the most important factors affecting the development and stability of children’s behavioral problems . . .” (p. 48). Moghaddam et al. (2013) further note that parents specifically a mother’s role is essential to the cause of ADHD because she is more rigorous than the father. Parenting styles are one factor that contributes to parent-child conflict. Studies show the parenting style of parents with ADHD children is less permissive and more authoritarian.
Lowe, Danforth, and Brooks (2008) reveal that U.S. studies concede that parents of ADHD children react inappropriately to child-rearing stressors and become controlling and harsh with their children. The authoritarian style of parenting does not improve behavior but worsens the symptoms of ADHD (Moghaddam et al., 2013).
Parenting children with ADHD can be difficult due to the variety of disruptive and impulsive behaviors parents are presented with daily. Parents tend to be more critical of children, choosing the wrong ways of parenting. Lowe et al. (2008) report “There is evidence to suggest that poor parenting skills may exacerbate children’s self-control deficits and contribute to the development of additional disruptive disorders . . .” (p.870).
The most effective areas to improve the parenting styles of parents with ADHD children can be accomplished by parent training, family therapy, and educational programs provided by schools and other educational programs. Behavioral parent training, as well as coping skills, can also help develop the parent-child relationship and result in successful family life. Lowe et al. (2008) reveal that “Parent training reduced children’s hyperactive, defiant, and aggressive behavior, improved parenting behavior, and reduced parent stress” (p.869).
Biblical Perspective
The Bible does not explicitly mention attention deficit disorders, but there is some awareness from scripture on the subject. It is essential as Christians to recognize the limits and challenges faced daily with ADHD. Understanding that ADHD is a lifelong condition with various methods of treatments can help those diagnosed in striving to follow the commands of God. The word of God helps us to be more aware of our weaknesses and more familiar with the ways God can show Himself active in our lives. Jesus Christ offers assurance with these words, “My grace is sufficient for thee: for my strength is made perfect in weakness. Most gladly, therefore, will I rather glory in my infirmities, that the power of Christ may rest upon me. Therefore, I take pleasure in infirmities, in reproaches, in necessities, in persecutions, in distresses for Christ’s sake: for when I am weak, then am I strong” (2 Corinthians 12:9-10, KJV).
Conclusion
Parenting a child is difficult, but when your child has ADHD, parenting becomes a more significant challenge. There are higher demands placed on parents and the family of a child with ADHD. Their needs are more involved than other children and necessitate more patience and understanding. According to King et al. (2016), a child with ADHD increases the chances of family disturbances, marital problems, disruptive parent-child relationships and increased parental stress. There are also troubling issues for non-ADHD siblings requiring attention in hopes of improving positive outcomes in the relations of all family members. It is essential for parents to learn how to promote school success at school, home and away (Reiff, 2011). Authoritarian style parenting is not the parenting style for parents with children who have ADHD; it only produces adverse outcomes for both parent and child. ADHD is a lifelong chronic condition that requires knowledge about the disorder to raise a child with ADHD. “Parent training is the first-line treatment for preschool children, school-age children, and adolescents with ADHD” (Starck et al., 2016, p. 582).

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