1. Hyperactivity or ADHD?

    August 13, 2013

    hyperactivity in teenagers

    by Connie Jameson

     

    Hyperactivity is a modern term that is increasingly used lately although the real hyperactivity is relatively rare. Most children may be more active than usual from time to time and their natural energy and temper sometimes may seem like a violent behaviour. However, these episodes are short.

     

    Real hyperactivity is something else. Children, who really suffer from hyperactivity, or ADHD (Attention Deficit Hyperactivity Disorder) are easily excited, restless, their concentration is poor and they cannot hold their attention for long, which results in poor grades at school and overall retardation. These children seem to be not able to deal with their tasks, their mood is changed suddenly, they often have rage outbursts and may even become aggressive. When they grow up they can start breaking different things and are pretty destructive. They also do not tolerate any criticism towards themselves, they are impulsive and nervous and seem pretty clumsy. Their coordination is often poor, too.

     

    All of these ADHD symptoms can be monitored in about 1-2% of children and by some reason boys are affected by the disease 5 times more than girls. Of course, this kind of behaviour may have a family history as well. The problem is that it can’t be found until your child is just a baby, because most babies cry a lot. Nobody can say for sure what is the real reason of hyperactivity but there undoubtedly are some genetic and social components. Some specialists say that the cause is a minimal brain disfunction although there are no physical evidences for it. Allergies and hypersensitivity towards certain irritants may provoke such behaviour, too.

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  2. How Can We Improve ADHD Treatment?

    July 7, 2013

    Girl with ADHD

    by Robert Locke

     

    All too often, ADHD is overdiagnosed and treated incorrectly.  Here are five facts to bear in mind when we look at how we can help to get a better and more accurate diagnosis as well as more efficient ADHD treatment options. But before we do that, let us reflect on a famous person’s experience with ADHD, just to set the scene, so to speak.

    Channing Tatum’s experience.

    Channing Tatum hit the headlines this week again by revealing that he had ADHD as a child. He also spoke about the problems he had with ADHD treatment by conventional medications saying that they left him feeling like a zombie.

    This is not an uncommon story. In fact many children who never become famous talk about the same reaction. But Channing also mentioned the fact that in his experience, the drugs became less and less effective over time.

    In addition, he had learning difficulties such as dyslexia which have left their mark today in that he is an extremely slow reader. That means that it takes him five times longer than a normal actor to get to grips with a script.

    Watch the media hype on this one

    It will be fascinating to watch the media hype on Channing Tatum’s latest statement. This will be construed as being against ADHD meds. It will be distorted and hyped up to an extraordinary degree. The fact is that the actor just merely recounted how ADHD drugs were not the right medicine for him and that he would not give them to his baby girl if she ever had a problem like ADHD or a learning disability.

    1st Fact

    We all know that medication is useful but there are limits.  There are also considerations such as the right meds and the correct dosage. Often, by adjusting these to suit the individual child, medication can be effective in the short term and can be a valuable asset in any treatment regime.

    Far too often though, medication is expected to perform miracles.   Doctors, teachers and parents are all convinced that there is little else to be done. How wrong they are!

    As if that was not bad enough, their concept of meds working is to adjust the dosage and this is often increased.  There is far too much superficiality as Dr. Charles Parker points out in his new book ‘New ADHD Medication Rules’.

    2nd Fact

    In various conventional treatment scenarios the individual and his reaction to the medicine is rarely taken into consideration. The patient should be number one on the list so that his metabolism, diet, allergies and the way he is able to absorb the drug are carefully monitored- very often though, these things are swept under the carpet.  Again, instead of increasing the dosage almost automatically, there should be a much more careful analysis of how the patient is reacting.

     

    3rd Fact

    In France, ADHD is much less common than in the USA.  The American figures are climbing all the time and the latest CDC estimate puts it at 11% of the school going population. Why?  Surely French life and parenting styles cannot be that different? In any case, ADHD is a neurobiological disorder but the criteria for diagnosing it are key.

    In France, psychosocial factors such as the home environment and school setting are first looked at and family relationships are examined thoroughly. In the USA, biomedical standards are applied almost universally and guidelines and checklists are used in a haphazard fashion.  The social, cultural and other factors are barely considered.

    This fact should alert us to the possibility that there is a tendency to seek a biological cause and a medical solution. In addition, there are over fifty other childhood conditions which can mimic ADHD in their symptoms and these are often ignored. Sleep disturbances, food allergies, vision problems and thyroid deficiencies are often just not considered as possibilities.

    4th Fact

    There is no cure for ADHD. Medication can help the child to overcome common obstacles in learning at school but rarely help with behavioral problems although the child may be initially calmer and less restless.

    Helping a child cope with everyday tasks, social skills, learning tasks and so on are all key in helping the child to manage their ADHD. That is why there are parenting classes to help parents home in on behavior problems, organizing their home to make it more ADHD friendly and so on. The drug companies have never really advocated this but the most prestigious medical bodies in the USA have. It is a pity that the doctors, parents and teachers all too often take shortcuts and never even bother to try.

    5th Fact

    One fact that is often not mentioned is that homeopathic remedies can form an equally useful and valid alternative to the conventional meds. Before you disregard this one, think outside the box and reflect on the fact that there are no side effects or health risks at all! This is a fact which has been proved time and time again. This fact will never be true for the psychostimulant drugs and every parent should consider the alternatives such as homeopathy. Just imagine no worries about depression, sleep, appetite or stunted growth!

    Keeping on track

    ADHD is just a difference. We should reflect on how we are actively and supportively helping our kids to overcome this difference. Positive thinking is not enough as we will have to make organizational changes to our homes, just for starters.  Our society demands high standards and we should be giving our children all the help we can.

     

     

    Author Bio: Robert Locke, MBE is an award winning author and has written extensively on ADHD, child health problems and mental disorders. You can visit this page on ADHD natural treatment  to find out more

     Image Credit: Corie Howell

     

     


  3. Coping With Mental Illness: Anxiety, Depression, Adult ADHD and Other Conditions

    June 14, 2013

    Coping With Mental Illness

    by Valerie Johnston

     

    Mental illness can easily interfere with a person’s quality of life, even if the issues aren’t outwardly apparent. People who suffer from mental illness often struggle with inner demons that can make the ordinary tasks of life seem like burdens that are impossible to overcome. Each type of mental illness has its own unique set of problems as well as methods of psychological treatment. However, there are a few coping strategies that can help people with any kind of mental illness or disorder, from anxiety and depression, to adult ADHD and other serious types of mental illnesses.

    Step 1: Get Help

    Mental illness still carries a stigma in many communities; so people are often reluctant to seek treatment for their condition. If you are experiencing the symptoms of any mental illness or disorder, it is important to realize that the problem that you are suffering from is a real and physical problem. Though you may or may not be able to see any outward physical problems of the condition, that doesn’t make the symptoms any less real. If you are experiencing anxiety, fear, depression, trouble concentrating, trouble sleeping, or any other symptom, you should plan a visit to the psychiatrist or clinical psychologist to get help. At the very least, you should confide in family members or friends that you trust. They will be able to give you some support and advice to help you move forward.

    Step 2: Develop a Plan for Treatment

    The best way to cope with mental illness is to get regular treatment from a doctor, clinical psychologist, or psychiatrist. They will be able to help you treat your condition in any number of ways. They may prescribe medication that will help reduce your symptoms and make coping with your condition easier, though medications do not necessarily have to be used as the first line of defense. Many clinical psychologists will suggest starting with therapy (e.g. Cognitive Behavioural Therapy) to help you learn how to cope with your mental illness. Having regular appointments with a therapist can help you work through some of your issues and create routines that make it easier to manage the symptoms of depression, ADHD, bipolar disorder, or whatever type of mental illness you are suffering from.

    Step 3: Build a Network of Support

    There is no doubt that patients who have a support system will experience far better success rates with their treatment of mental illness. Coping with the stress and added anxiety of a mental illness is easier when you have friends and family members who can take some of the burden away from you. It is important to build a support network and to involve these people in your treatment, so they can know how to help you cope. If your family and friends are aggravating your symptoms and making your condition worse, they might not know what to do to help you manage your condition. Sit down and talk with them, and explain to them how they can help you cope with different types of situations.

    Step 4: Make Lifestyle Changes

    Sometimes our lives are a source of undue stress, and this can easily aggravate any type of health problem, especially a problem like depression, ADD, or bipolar disorder. Clinical psychologists recommend taking the time to evaluate your life and look for ways to reduce your stress levels, which will hopefully help alleviate some of the problems you are dealing with. If work is particularly stressful, try to sit down and talk to your employers about your condition.

    See if there is anything they can do to help make the work environment more productive and less triggering for your illness. Make changes to your thinking, positive thinking is the best remedy for anxiety and depression. It is equally important to make sure your home life is as balanced and stress free as can be as well. Have your family members lend a hand, so you can cut down on the stress at home. Making changes to your lifestyle can reduce your level of stress and ultimately make it easier to cope with the symptoms of your illness.

    Author Bio: Valerie Johnston is a health and fitness writer located in East Texas. With ambitions of one day running a marathon, writing for Healthline.com ensures she keeps up-to-date on all of the latest health and fitness news.

    Image Credit: Mark Sebastian


  4. Help! I Think My Son Has ADHD

    June 9, 2013

    ADHD child  

    by  Kassandra Brown

     

    Recently a client of mine (let’s call her Sue) shared that she had taken an on-line test to check whether she had ADD or ADHD. “A couple of my friends kept making jokes about me being ADD,” Sue said to me. “After a while I thought I’d see if they were right.” Her scores placed her in the ‘very strong probability’ category for ADHD.

    Sue shared this information with me in our parent coaching session because she noticed that her son exhibits the same ADHD traits from the on-line test. She was wondering if she should talk with her son’s teachers. She also wondered about the consequences of having her son labeled as ADHD.

     

    Labels: Harm or Benefit?

     

    In medical treatment, it’s easy to get caught up in labels. Labels have power. They can be useful when they indicate a well known and helpful treatment path. Unfortunately, labels can also take on an unhealthy life of their own.

    Are you curious about what’s right for your child? Asking a few key questions may help clarify your path.

    • Are you planning on getting a formal screening or evaluation for your child?
    • If you screen or evaluate, what do you plan to do with the information from that screening or evaluation?
    • What is the existing relationship between your child and their teacher?
    • Do you and your child experience trust and caring with the child’s teacher?
    • Is the relationship between your child and their teacher adversarial?

     

    Sue thought she should ask her son’s teacher to treat him as though he had ADHD. Sue thought doing this would help the teacher use a current model for ADHD to positively motivate the child. She also thought this might help the teacher to view the child’s disruption as a symptom rather than as misbehavior.

    How might Sue answer these key questions? Sue wants her son to be treated well in school. She wants him to have a learning environment that works with his natural tendencies. She is not planning on a formal screening. She also has no plans for medication. Currently her son has a respectful and kind relationship with his teacher.

     

    Creative Solutions (Without Labels)

     

    The teacher relocated Sue’s son’s desk to accommodate his active learning style. She gave him a desk in the back row of the classroom where he is free to stand and move as long as he’s also doing his work. Being in the back of the classroom allows Sue’s son freedom of movement without disrupting his classmates. The solution is elegant in its simplicity and effectiveness.

    Since the teacher is already showing a willingness to work with Sue’s child, I advised Sue not to share her ADHD suspicions. The danger of labeling Sue’s son is that that label will follow him from grade to grade. It may cause his next teacher to assess his needs, abilities, and mental health before getting to know him as a person. Instead, I suggested to Sue that she continue to form good relationships with her child’s teachers, advocate for his needs, and help implement positive solutions.

    You can do this too. Talk to your child’s teachers at the beginning of the year. Be willing to share past challenges and solutions. Share your goals for your child’s learning. Be willing to help support the teacher.

    Teachers are often busy trying to balance many needs and learning styles within the same classroom. Sharing your assessment of your child’s needs and also offering to help can help your child’s teacher hear better manage your child’s needs. Perhaps you can volunteer to come in once a week, teach something you know well, or support a subset of the class during small group work.

    Many parents hesitate to offer help in the classroom because of a belief that classrooms are only for ‘real’ teachers. “What do I have to offer?” you, as a parent, may wonder.  The answer is “A lot!” Just stepping in to sit with the kids and help them when they get stuck takes pressure off the teacher. The less pressure the teacher is under, the more likely he or she will be to be creative and flexible. This benefits everyone including your child.

    Another reason parents often hesitate to volunteer in the classroom is that they do not feel they have the time. In order to know if that’s true ask, “How much time does it take to help?” If you can’t volunteer weekly, perhaps one hour a month might be enough to make a huge difference. Often there is some way for you to help at your child’s school, perhaps even before or after school. If your offer is sincere, you can find a way.

    Getting to know the teacher, offering the teacher support, and communicating your child’s needs can create a successful learning environment that diagnosis alone cannot. This was true for Sue and it may be true for your family too. Before ADHD screening, evaluations, and medication, I recommend thinking about your goals and formulating a plan for positive change. If you need assistance in doing this, I am happy to help.

    Have labels helped you and your children? When have labels stood in the way? Share your experiences with us.

     

    Author Bio: Kassandra Brown is a parent coach living and working at Dancing Rabbit Ecovillage. She helps parents with a wide range of behavioral and relationship challenges through phone and Skype. Visit parentcoaching.org to learn more about how she can help you create a strategy for parenting success, tailored to your child’s needs.

    Image Credit: Nwardez


  5. Three Most Common Misconceptions of ADHD

    June 3, 2013

    Girl with ADHD

    by TK Cooke

     

    Attention Deficit Hyperactive Disorder (hereon ADHD) has come into public scrutiny as of late because of the media blitz reporting on its overdiagnosis. The increased scrutiny is not without cause—a report from Psychology Today stated that the diagnosis of ADHD has increased by more than 40% over the past decade. The increased scrutiny has also brought upon a lot of misconceptions about the disorder and what it entails. So to set the record straight, we are going to talk about some of the more common misconceptions of ADHD. The following are three of the most commonly-held misconceptions about the disorder:

     

    Adderall (Or any other ADHD medication) Makes You Study (Better)

     

    This is a common belief among those who do not have ADHD, especially those in college. Ritalin, Adderall, and other methylphenidate/amphetamine run rampant in colleges, with many students believing it to be the silver bullet to acing their finals. This is a myth. ADHD medication will not make you do anything you didn’t want to do in the first place. Although popularly labeled as a stimulant, The Last Psychiatrist thinks ADHD medication should be labeled as reinforcers instead. The medication reinforces your will—but if you do not have a will to study, then there is nothing to reinforce. Yes, Ritalin (and the like) will make you hyper-focused. But what you are going to focus on is entirely up to you. If you want to talk to your significant other, the medication will make you focus on that and no medication in the world is going to make you study if you don’t want to.

     

    If I Can’t Concentrate, I Must Have ADHD

     

    The lack of concentration is just one of the hosts of symptoms used to render a diagnosis of ADHD. If you find yourself unable to concentrate but do not display any other types of symptoms, it does not mean you have ADHD.  ADHD is broken into several subsets: inattentive, impulsive-hyperactive, or combined, and the disorder itself presents the following set of symptoms:

    • Difficulty paying attention to details
    • Easily distracted by trivial matters (such as a buzzing sound or crickets chirping)
    • Difficulty finishing work or participating in activities that requires some sort of prolonged attention
    • Frequently shifting from one thing to another without ever finishing
    • Procrastination
    • Disorganized
    • Forgetfulness
    • Tendency to make careless mistakes
    • Failure to complete tasks
    • Frequent shifts in conversation
    • Not listening to other people while they talk
    • Fidgeting, squirming when seated
    • Getting up frequently to walk or run around
    • Running or climbing excessively when it’s inappropriate (in teens this may appear as restlessness)
    • Difficulty in a quiet setting
    • Always needing to be ‘on the go’ and doing something
    • Excessive talking
    • Impatience
    • Difficulty delaying responses
    • Difficulty controlling impulse for immediate gratification
    • Frequently interrupting others in order to get your point in
    • Starting conversations at times that would seem inappropriate

    You do not have to have all the above symptoms for a diagnosis of ADHD; however you do need to display a more than just inattention. And remember, you cannot develop ADHD as an adult—the onset of the disorder is only from early childhood.

     

    ADHD is Not Real?

     

    On the other side of the spectrum are non-believers who do not believe that ADHD is a real disorder. This misconception stems from the same originating premise as the previous misconception—that the only symptom of ADHD is the lack of concentration. Although ADHD is a highly subjective diagnosis, advances in neuroscience have made it possible to diagnose the disorder via imaging studies. Brain scans have shown that those with ADHD have a variant dopamine receptor gene that has been linked to regulating behavior. In addition, studies using brain scans have also found that ADHD is related to lowered dopamine production.

     

    Author Bio: TK Cooke runs a brain fitness and personal development site over at Your Brain At Work.  He has also been diagnosed with ADHD and thus has done quite extensive research on the topic at hand to find out more about his disorder.

    Image Credit: Mark Sebastian

     


  6. Does your Child have a Learning Disability?

    April 29, 2013

    learning disability

    Psychologists don’t view learning disability as a black and white disorder. Learning disabilities cover a wide spectrum of various cognitive functions and tend to impact a person’s ability to understand complicated information, learn new skills, live independently. Whether you live with an individual with a learning disability or know of someone with a learning disability, there are a number of ways to properly understand and support them.

    1.    What causes learning disabilities?

    There are many different reasons for a learning disability to occur. Sometimes it occurs in early brain development if the mother is ill during the pregnancy or the foetus is deprived of oxygen or nutrients. Sometimes it occurs as a result of genetics or if the child is injured or develops an illness like meningitis during childhood. Sometimes other conditions have learning disabilities associated with it, like Downs Syndrome and cerebral palsy. And sometimes, unfortunately, there is not clear reason at all.

    2.    How can a learning disability affect a person?

    A learning disability can range from being relatively mild and manageable to very severe. Those with easily manageable learning disabilities may seem normal in every other aspect, but struggle with learning new skills which can take them just a bit longer to pick up. On the other hand, other people with serious learning disabilities may have difficulty communicating and need help with everyday tasks like washing or dressing themselves, they may even need supported living as they get older.

    Psychologists warn not to confuse a learning disability with learning difficulties. Learning difficulties stem in education and covers issues like dyslexia whereas learning disabilities focus on the difficulties of learning other “skills” not just reading and writing.

    3.    How should a person with learning disabilities be treated?

    The proper support is vital in providing the right care and well-being for those with learning disabilities. GP’s, paediatricians, therapists and psychologists are all there to help those living with learning disabilities have as normal and independent lives as possible. It’s also important that children with learning difficulties get the proper support in school. Life-long skills like reading, writing and interacting with others might take longer for them to pick up but will help them greatly in later life.

    There are many people suffering with learning disabilities living normal lives and the last thing they’d want is to be treated differently because of their disability. Of course some may have supported living or assistance in some aspects of their lives, but that doesn’t change their need for friends and fun like any other person.

    4.   Learning disabilities in children

    It is extremely important to identify learning disability at early stage. Many school children are labelled as lazy and stupid, while in fact they have learning disabilities. Psychologists recommend testing children at age 7 and older if there are any signs that the child may have learning disability. Psychologists use various tests to conduct psycho-educational assessments, which consist of an assessment of psychological aspects of learning and of academic skills. Psycho-educational assessments can also help identify ADHD, if present. If your child has been identified as having learning disability, they may get special curriculum, placed in specialized programs, and given extra time on the tests at school and in the college.

    5. Focus on the positives

    Someone living with a learning disability my find themselves frustrated or angry at situations and learning processes that they find difficult. In cases like this, it’s important to help them focus on different parts of their lives where they thrive, whether it is painting, sports or cooking. It’s important not to treat them as if they’re children. Rather be there to listen and support the individual in their time of need.

     

    This guest post is provided by Voyage Care who offer supported living and activities for adults with learning disabilities.

    Image CreditNwardez


  7. 5 Tips To Improve Focus With ADHD

    April 20, 2013

    ADHD and focus

    by Kelli Cooper

     

    Inability to focus is a hallmark of ADHD; if you are one of the 50 percent of people diagnosed with this condition as a child, who continues to battle the symptoms into adulthood, you may find that this problem comes with much more serious consequences at this stage of life. It can lead to angry bosses and angry spouses; maintaining relationships can be a challenge since people may perceive your behavior as lack of interest. You certainly face a challenge in reigning in this behavior, but there are many coping strategies recommended by psychologists — when applied with consistency and diligence these strategies can help.

    Meditation

     

    Meditation is all about strengthening the mind and research on specifically looking at its effects on adults and adolescents with ADHD have produced encouraging results; many have reported a reduction in symptoms, such as inattentiveness, as well as less depression and anxiety—both of which may worsen symptoms of the condition. These benefits were achieved through sitting for just as little as 15 minutes a day, so lack of time is no excuse! Find a quiet spot and start reaping the benefits of this simple practice. This practice will help set the stage for a clearer mind that you can bring to all tasks requiring greater focus, whether it is a report for work or a one-on-one conversation.

    Background Noise

     

    If your inability to focus is rearing its ugly head while you are trying to read, study or complete some other task, some background noise can help reduce distractions. It can be as simple as a fan or some music at a very low volume. A white noise machine may also be a good investment. It is almost like a cocoon that helps bring you into the zone.

    Write it Down

     

    When everything we need to get done is swimming around in our heads, we may find it hard to focus on the task at hand; we worry we will forget the ten other things we need to get done. By trying to keep all this information in our current space of thought, it is impossible to give our full attention to the present. Never underestimate the simple task of writing things down. Make a list of all the things you want to get done; it is written down, you know now you will not forget and you can relax a bit.

    Have an Accountability Partner

     

    Most of us could use some outside support in juggling our lives, and this is especially important for people with attention issues; an accountability partner can help you stay on track with everything you need to do. Make a deal with a friend, family member or someone else you trust that you will send them a list of things you need to do each day, and as you finish each task, you will notify them through email or text message. When we make others aware of our intentions, it can motivate us to make good on them.

    Get Moving

     

    ADHD can cause a lot of fidgeting and urges to get up and move; if you are like many people with this condition, you may feel a need to fight this and stay put. But, research on school children has found that getting up and moving around may actually be beneficial to information processing in an ADHD-brain. So, while you may need to exercise some restraint in not getting up every two minutes, allow yourself to take some breaks and move around a bit. It will help expel some of that nervous energy and refresh your mind.

     

    Author Bio: Kelli Cooper is a freelance writer who has blogged about various ADHD topics.

    Image Credit: Chapendra


  8. Biploar, Depression, ADHD And Schizophrenia Share Common Genetic Issue

    April 18, 2013

    behavioral health treatment

    by Jared Friedman

     

    New study results are showing that bipolar disorder, attention deficit hyperactivity disorder (ADHD), and schizophrenia may all be linked to the same set of genes.

    The implications of this on the industry of mental health could be exceptionally helpful. Those suffering for one of these extreme disorders could benefit greatly from the better understanding of why each person has the symptoms or full-blown disorder that’s presenting in his or her life.

    Thousands Diagnosed

    33,332 individuals, who have been diagnosed with bipolar disorder, attention deficit hyperactivity disorder, schizophrenia, autism, or major depressive disorder, were compared with a control group of 27,888 individuals, who have not been diagnosed with any of these disorders. The volume of people examined makes this the largest study of its kind, on this subject matter, ever conducted.

    The study found that these five illnesses have common risk factors, mainly in flaws found on Chromosomes 2 and 10, and in two genes that are in charge of the flow of calcium in brain cells. While the genes and chromosomes themselves do not explain the occurrence of any of the listed disorders or the variation in symptoms that show up in different people as different disorders, the gene and chromosome identification serves as a piece of the puzzle that will help researchers and medical professionals better diagnose, treat, and develop new treatment options for those diagnosed with one of these illnesses.

    Genetic Study Research

    Professor of Psychiatry at Harvard Medical School in Boston, Massachusetts and lead researcher is this genetic study, Dr. Jordan Smoller, states that: “This study, for the first time, shows that there are specific genetic variants that influence a range of childhood and adult-onset psychiatric disorders that we think of as clinically different. We also found that there was significant overlap in the genetic components of several disorders, especially schizophrenia with bipolar disorder and depression, and to a lesser extent autism with schizophrenia and bipolar disorder.”

    It may be important to know that other recent study findings indicate that attention deficit hyperactivity disorder that is usually diagnosed in children, can go on to be a lifelong disorder carrying into adulthood. The understanding of ADHD can prevent a person from always being adversely affected by the disorder’s symptoms.

    The Next Step

    The next step, in Dr. Smoller’s opinion, is to determine how the genetic and chromosomal variations happen. Without direct clinical application now, the study results just take the knowledge about the physical component of each disorder to a place of further examination with a high need for subsequent research. Further research results can then be used to more appropriately classify each disorder, to better predict those who are most at risk for each disorder, and to develop better overall treatment, including medications, for each disorder.

    The tricky part in all of this though is that someone can have the variations on the genes or chromosomes linked to bipolar disorder, attention deficit hyperactivity disorder, schizophrenia, autism, or major depressive disorder and never show symptoms of any of these disorders. What does this mean? That a genetic or chromosomal abnormality does not automatically mean that one of these disorders is present in the individual.

    Chromosomal Indicators

    Dr. Smoller explains it as, “They [the genes and chromosomes] are not enough to predict any individual’s risk. And you might carry all of these variants and never develop a psychiatric disorder.” As of right now, the genetic and chromosomal indicators are just that, indicators, and tools that can be used to better understand what symptoms a person has been experiencing, but not as the be-all-end-all of bipolar disorder, attention deficit hyperactivity disorder, schizophrenia, autism, or major depressive disorder diagnosis.

    With this study as a great next step in the understanding of symptoms and the listed disorders, further research and investigation will ideally lead to better overall diagnosis, treatment, and even prevention of suffering from bipolar disorder, attention deficit hyperactivity disorder, schizophrenia, autism, or major depressive disorder.

     

    Author Bio: Jared Friedman is quality improvement manager for Sovereign Health Group a drug addiction center and mental health rehab center helping people with behavioral and addiction issues.