Parents are increasingly confronted with the despair and helplessness of managing a perpetually bouncing and running child with endless reserves of energy — one who frequently interrupts conversations, does not listen, cannot write their homework, often forgets and loses belongings.

Gabor Maté, who devoted a large part of his work to children and adults with hyperactivity disorder, notes that children who appear the most unruly and inattentive are often sending a signal of inner pain or stress that they cannot express in words. Our task as adults is to understand their world, not merely to correct them.

— Gabor Maté

What is Attention Deficit Hyperactivity Disorder?

Not every boisterous and distracted child has ADHD. Diagnosis requires a comprehensive approach — the opinion of a psychiatrist, neurologist, and psychologist. ADHD is the most common neurodevelopmental condition in childhood, affecting between 3 and 7% of children, with a peak between the ages of 5 and 7.

What Are the Symptoms in Children and Adolescents?

Children with ADHD perform below their potential at school despite having no intellectual deficits. They struggle to concentrate, cannot sit still for extended periods, and are often misunderstood by teachers and peers.

What Are the Symptoms in Adults with ADHD?

In adults, ADHD symptoms often manifest in subtle and varied ways. They include:

Impaired organisation and motivation: difficulty starting or completing tasks, procrastination, and a chronic feeling of being overwhelmed.

Professional difficulties: challenges meeting deadlines, managing projects, and maintaining routine tasks.

Personal and social relationships: problems communicating with partners and loved ones, emotional outbursts, and impatience.

Emotional regulation: difficulty managing intense emotions, manifesting as irritability, anxiety, or impulsive reactions.

Self-esteem and psychological consequences: feelings of failure, chronic worry, and depressive episodes.

Adults with ADHD often live with constant inner chaos and a sense of mismatch between what they are capable of and the expectations of society. Understanding and accepting these difficulties is the first step towards change.

— Gabor Maté

Guidance for Parents

• Encourage your child's confidence by focusing on their strengths.
• Praise and support successes; minimise punishments.
• Develop self-discipline through modelling behaviour.
• Create rules and routines together with your child.
• Be consistent and patient in your approach.
• Love and be emotionally available — this is the key to security and development.

Positive Psychotherapy and ADHD

The article "Working with Clients with ADHD: Reflections on Secondary Capacities" (2025) describes a model based on positive psychotherapy principles, shifting focus from symptoms to resources and capacities.

Working with "secondary capacities": qualities such as punctuality, reliability, and self-control, viewed as opportunities for growth.

Therapeutic dialogue: the aim is to unfold the person's adaptive potential and reduce internal self-blame.

Reframing personal history: ADHD is viewed not as "failed behaviour" but as an interaction between neurological predispositions and cultural expectations.

References

1. Maté, G. (2019). Scattered minds. Vermilion.
2. Jaźwińska Chren, A. (2025). Working with clients with ADHD. The Global Psychotherapist, 5(2), 45–62.
3. Barkley, R. A. (2020). ADHD: A handbook for diagnosis and treatment (4th ed.). Guilford Press.
4. American Psychiatric Association. (2013). DSM-5. Arlington.