Interesting article, and I appreciate that they recognize that diagnosis like this is complex and takes more than 15 minutes: http://acestoohigh.com/2014/07/07/how-childhood-trauma-could-be-mistaken-for-adhd/
Personally, I have never been diagnosed with ADD/ADHD, though one therapist wanted me to get checked because of my fidgeting. In school I was a "good" student (no behavior problems) but in lower reading groups and needing extra tutoring early on. It wasn't that I was not very bright. I was just not "there" a lot and really didn't follow things like instructions well at all. Somehow it got easier through the years. But I still notice in workshop/conference or other group settings how, if I'm stressed, I'm checking out partly and at some point have no clue what is going on in the outer environment or what people have been talking about. Filtering some of it out through looking down and taking fake notes but keeping my listening engaged seems to help. Anyway, with some young people I've worked with I have also really wondered about their ADD diagnosis (especially when meds aren't seeming to help them) but it's nothing I can do anything about except report what I noticed in working with them.
I recently saw a documentary where a young boy who had been through several foster placements in his first couple years of life, and then adopted, was diagnosed by one doctor as ADHD and was encouraged to go on meds at age 3 or 4. His adoptive parents didn't feel right about it and worked more instead towards providing him real support, structure, safety, and chances to work on his regulation. Difficult work for them and his teachers, but more in line with what he really needed.
I wish we had added DTD or CPTSD into the DSM...could perhaps clear up a lot of the misdiagnosis potential and putting dissociative or hyper-vigilant kids on stimulants.
Personally, I have never been diagnosed with ADD/ADHD, though one therapist wanted me to get checked because of my fidgeting. In school I was a "good" student (no behavior problems) but in lower reading groups and needing extra tutoring early on. It wasn't that I was not very bright. I was just not "there" a lot and really didn't follow things like instructions well at all. Somehow it got easier through the years. But I still notice in workshop/conference or other group settings how, if I'm stressed, I'm checking out partly and at some point have no clue what is going on in the outer environment or what people have been talking about. Filtering some of it out through looking down and taking fake notes but keeping my listening engaged seems to help. Anyway, with some young people I've worked with I have also really wondered about their ADD diagnosis (especially when meds aren't seeming to help them) but it's nothing I can do anything about except report what I noticed in working with them.
I recently saw a documentary where a young boy who had been through several foster placements in his first couple years of life, and then adopted, was diagnosed by one doctor as ADHD and was encouraged to go on meds at age 3 or 4. His adoptive parents didn't feel right about it and worked more instead towards providing him real support, structure, safety, and chances to work on his regulation. Difficult work for them and his teachers, but more in line with what he really needed.
I wish we had added DTD or CPTSD into the DSM...could perhaps clear up a lot of the misdiagnosis potential and putting dissociative or hyper-vigilant kids on stimulants.