Attention deficit disorder with or without hyperactivity (ADHD) is not something new. It’s also not a consequence of children's exposure to screens. In fact, this syndrome has been described in medical literature since the end of the 18th century! And it is not a problem of education either, even though parents can sometimes be told so. ADHD is a neurodevelopmental disorder, associated with small differences in the structure and functioning of the brain of those who are concerned.
Characterized by high levels of inattention, and/or agitation and impulsivity, ADHD is a syndrome that causes persistent, and sometimes severe, cognitive and relational disabilities. Beyond the difficulties it causes at school or at work, but also in the family and social context, ADHD leads to an increase risk of accidental injuries, addictions, depression and suicide. Hence the need to identify it and take charge of it in order to mitigate its impact.
Its diagnosis is based on a range of clinical clues:
symptoms begin before the age of 12
difficulties staying focused
easily distracted
often interrupt their activities and interrupt others
great difficulties remaining seated (or even standing) without moving, or even restraining an urge, an action, a word, etc.
These behaviors have to persist for at least six months, occurring in several environments (at school, but also at home or during their leisure time) and alter daily quality of life. They can be associated with other disorders, particularly those that affect learning (such as dyslexia) and motor coordination. More surprisingly, ADHD can be accompanied by metabolic disorders (diabetes, obesity) or even allergies.
If managed properly the symptoms and their consequences can be reduced. Cognitive and/or behavioral therapies have an effect in reducing ADHD symptoms and help to improve patients' lives. The cognitive and behavioral therapist can for exemple help patients improving the following abilities:
organization and planning skills
establishing daily routines
organizing multiple tasks
organization of papers and documents
reduction of inattention
using acquired skills to avoid procrastination
etc.
In addition to CBT, “mind-body” interventions (Mind-Body Therapy), such as interventions based on mindfulness and yoga, are attracting growing interest in the scientific community.
Mindfulness is generally defined as the ability to pay attention to experiences emerging in the present moment, without judging them or attempting to change them. It is opposed to automatic reactions, repetitiveness, impulsivity and a lack of emotional awareness (Kabat-Zinn, 2003). Mindfulness helps develop self-regulation skills such as attention control and emotion regulation. The individual is asked to focus non-reactively on internal (like a thought) or external (such as objects and sensations) stimuli, while automatic reactions are diminished (Bishop et al., 2004 ). Mindfulness therefore brings together central elements of ADHD, including attention, impulsivity and emotional regulation. Mindfulness-based interventions are most often offered in a group format and typically last 8 to 10 weeks. The scientific literature shows that these interventions would contribute to improving mindfulness skills as well as reducing ADHD symptoms (Olivia et al., 2021), with greater effects on inattention symptoms in older youth and adults (Lee et al., 2022). These results could potentially be explained by the fact that mindfulness would contribute more to improving attention, and that symptoms of inattention often become predominant as the individual advances in age. Older youth and adults may also have an easier time integrating and using what they have learned in the intervention. Furthermore, several studies have focused on the effects of mindfulness-based interventions on other variables such as executive functions, anxiety or internalized and externalized behaviors; However, it remains difficult to draw clear conclusions regarding these effects.
As for yoga, it aims to harmonize the body and mind with the aim of improving concentration (Gonzales et al., 2023). It encompasses a set of postures, regulated breathing exercises and meditation (Birdee et al., 2017). This is why it is often associated in studies with interventions based on mindfulness or meditation. Various systematic reviews highlight the beneficial effects of yoga on the physical and mental health of adults (e.g., Büssing et al., 2012). Similarly, in children, Miller and colleagues (2020) showed the positive effects of yoga on externalized and internalized problems, social skills, executive functions and physiological functioning (blood pressure and heart rate). Breathing exercises may be particularly helpful in reducing hyperactive behaviors and distraction in people with ADHD. According to a recent systematic review including 10 studies, yoga and meditation were associated with a reduction in ADHD symptoms in children, particularly with regard to inattention and hyperactivity-impulsivity (Gonzales et al., 2023). It has been noted that these practices also have beneficial effects on associated difficulties (such as anxiety and low self-esteem) as well as on family dynamics when parents participate.
The positifs and concrete effects of CBT, mindfulness and yoga can help improve the daily life of those dealing with the ADHD’s symptoms. In addition, patients can learn to use these tools on their own and therefore gain in autonomy when it comes to managing their symptoms on a day to day basis.