The Murmo Thematic Parents’ Club kicked off the year on January 30, 2021, with a presentation by Zsuzsa Martsa, a clinical psychologist, on the topic of ADHD, or Attention-Deficit/Hyperactivity Disorder. According to data from the ADHD Center, the prevalence of ADHD is 3–6% worldwide and 2–3% in adulthood, making it one of the most common neuropsychiatric conditions. In response to a question posed at the beginning of the presentation—whether there is currently anyone with ADHD in their family—55% of the approximately 85 participants answered yes.

Zsuzsa has worked with children with ADHD at Vadaskert and the Pécs Children’s Clinic; drawing on her professional experience as well as personal anecdotes and case studies—while maintaining anonymity—she illustrated how a typical child with ADHD behaves. Based on these personal examples, it was easy to visualize the characteristics of a child with ADHD, and according to the feedback, several parents whose children struggle with Attention-Deficit/Hyperactivity Disorder were able to relate to the cases. Zsuzsa highlighted some common challenges parents typically face, such as a sense of helplessness and the feeling that they have failed, compounded by the fact that the environment is often not sufficiently tolerant.

Zsuzsa emphasized that ADHD is a syndrome consisting of three main symptoms: hyperactivity, inattention, and impulsivity. She noted, however, that certain symptoms of hyperactivity are part of normal development at certain ages; thus, by hyperactivity, we mean heightened, excessive motor activity that is inappropriate for a given child’s developmental level and constitutes a conspicuous feature of their everyday behavior.

Research into the development and underlying causes of ADHD is ongoing, but based on current data, genetics and neurological factors are the primary determinants, though psychological and social factors also play an increasingly significant role later on. Symptoms most often appear before the age of 5, but can frequently cause problems even before the age of 2. Gender differences are observed in the presentation of symptoms; in girls, inattention is the more dominant symptom, while hyperactivity and impulsivity are more common in boys, which is why they are more likely to be referred to a specialist, as these symptoms are more disruptive to their environment.

In terms of developmental stages, many mothers report in retrospect that their children were already “more active” in utero compared to their other pregnancies. As infants, they tend to have a difficult temperament, cry frequently, are hard to soothe, and have irregular biorhythms. Furthermore, an unusual course of psychomotor development is common at this age, with children developing faster or slower than average. A symptom that appears during preschool age is difficulty adapting due to their impulsive behavior and hyperactivity. In adolescence, previously undiagnosed ADHD can also threaten mental health, leading to mood instability, negative self-esteem, and extremely rebellious behavior. In adolescents with previously diagnosed ADHD, residual symptoms are more common, such as distractibility or difficulties with career planning.

Zsuzsa emphasized that ADHD is not all negative, and these children possess many positive traits, such as boundless energy, creativity, the ability to make friends quickly and easily, and a strong sense of justice.

The first step in treating ADHD is developing a treatment plan. There are currently two main therapeutic approaches: non-biological or non-pharmacological treatment, which essentially involves behavioral therapy and training for parents and teachers—this method is primarily recommended for younger children; and biological or pharmacological treatment. As a first step, the first type of therapy is recommended in all cases. At the same time, the most effective treatment for ADHD has proven to be a comprehensive approach, that is, the coordinated use of both types of therapy.

At the end of the presentation, Zsuzsa compiled some advice on how to communicate with children with ADHD. Since their focus of attention is determined by their immediate interests, it is important to verify that they have actually heard what you just said to them, for example by asking them to repeat it. It is advisable to get down to their eye level, eliminate background noise, use simple language, and break larger tasks down into smaller steps. It is also important to keep requests brief, use the declarative and imperative moods, and avoid using the word “no.”

During the 60-minute presentation, we gained a wealth of useful information, and the participants had many questions, which Zsuzsa answered during the remaining time. Most people were interested in how parents and teachers can help children with ADHD, what solutions are available if the two parents disagree on parenting, how to communicate the condition to siblings, and where teachers can find information about ADHD.