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Posts Tagged: ADHD

What do young people with ADHD experience when transitioning from child to adult mental health services?

Posted on November 21st 2018
in Project update

What do young people with ADHD experience when transitioning from child to adult mental health services?

Attention Deficit Hyperactivity Disorder (ADHD) affects 5.9% – 7.1 % of children (Willcutt, 2012), and up to two thirds of these children will carry symptoms into adulthood (Agnew‐Blais et al., 2016; Faraone, Biederman, & Mick, 2006).

Whilst this is a significant proportion of individuals, there is little research about how the transition phase is experienced. Professor Tamsin Ford and her team, based at the University of Exeter (Dr Astrid Janssens Anna Price, Helen Eke, Abigail Woodley and Matt Allwood) completed a systematic review of qualitative research, in order to increase understanding about the experience of transitioning, as a young person with ADHD, into adult healthcare...

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New research into the transition of young people with ADHD into adult services

Posted on August 17th 2015
in Research Funding

Children talking in classroom

In the UK, it is estimated that more than 500,000 children under the age of 18, suffer from Attention Deficit Hyperactivity Disorder (ADHD). Characterised by a lack of attention, hyperactivity and impulsivity, ADHD can cause academic impairment, social dysfunction and low self-esteem.

Professor Tamsin Ford has been awarded an NIHR grant of £800,000 to conduct research to help people suffering with ADHD transitition from child services to adult services. The project plans to explore the current options for young people with ADHD when they are too old to stay within children’s services.

ADHD is generally seen as a developmental disorder in children,...

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Simple classroom measures may reduce the impact of ADHD on children

Posted on July 1st 2015
in PenCLAHRC people, Project update

Children working together

New research indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) may be successfully supported in classrooms through strategies that do not involve drugs. A systematic review of research, led by the University of Exeter Medical School and supported by PenCLAHRC, has found that non-drug interventions in schools may be effective in improving outcomes, such as performance in standard tests, for children with ADHD.

Children with ADHD are typically restless, act without thinking and struggle to concentrate, which causes particular problems for them and for others in school. There are many different  ways of supporting these children, including training to increase...

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