How Does the World View ADHD?

Is ADHD perceived the same way across different cultures and continents? Exploring how the world views ADHD, we analyze global awareness, cultural stigmas, and varying healthcare attitudes. From modern neurocognitive approaches in the West to traditional viewpoints in the East, discover a truly global perspective.

As parents, many of us may worry about our children having a developmental disorder. Although these natural symptoms may seem scary at first, if we approach the situation constructively, the process can move in a healthy and correct direction. In order to make sense of this process, we would like to introduce you to the World ADHD Federation.

World Federation of ADHD (WF ADHD)*, in Turkish World Federation of ADHD, is an international federation that brings together researchers, clinicians and experts working in the field of Attention Deficit and Hyperactivity Disorder. Purposes:

Providing scientifically based, proven information about ADHD
Providing open source access, especially for low- and middle-income countries
To raise public awareness on diagnosis, treatment and public mental health.

This guide, published in 2019, specifically covers genetic, environmental and neurobiological causes of ADHD, lifelong assessment processes, psychosocial planning, treatment models and what you need to know about communication with the family.

Information on the World ADHD Federation is based on DSM-5* criteria. Symptoms must be identified before age 12, and such symptoms must be observed in multiple environments (e.g., home, school, work), not just at school or just at home. In order to evaluate these symptoms in the disease category, we must observe that they disrupt the person's social and academic life.

According to DSM-5, when diagnosing ADHD, the main symptoms are based on 2 main reasons:

At least 6 of the 9 symptoms below (for children under 17) must be observed for at least 6 months. In adults, at least 5 symptoms are usually sufficient.

Inattention

Doesn't pay attention to details and makes mistakes.
He has difficulty maintaining his attention.
Doesn't seem like he's listening.
Has difficulty organizing tasks.
Avoids tasks (especially those requiring mental effort).
He loses things.
He is easily distracted by external stimuli.
Is forgetful in daily activities.

Hyperactivity/Impulsivity

Again, at least 6 of the 9 symptoms must be observed for at least 6 months.

He shifts in his seat.
He gets up from his seat in class.
Runs, climbs (in inappropriate places).
He/she has difficulty playing quietly.
He is hyperactive, “like the engine is stuck.”
He talks a lot.
Answers questions before they are completed.
He has difficulty waiting his turn.
Interrupts others and interferes with their games.

Types of ADHD are of 3 types according to DSM-5 classification:

Predominantly Inattentive
Predominantly Hyperactive-Impulsive
Combined Presentation – If symptoms from both groups are dominant.

Our ADHD guideline does not include applying DSM-5 criteria alone. Moreover; It includes interviews with families, feedback given by teachers and employers in social environments, standardized additional tests such as Conners to help the diagnostic process, stories developed by the person throughout his life, and comorbidity discrimination to avoid confusion with similar diseases when determining symptoms.