My Development and ADHD
A paper for a Lifespan Psychology course examining the impact of ADHD on my development
In discussing my development with my mom, I noticed a pattern of early signs of Attention Deficit Hyperactivity Disorder (ADHD). I was only formally diagnosed and treated at age 20 so finding symptoms throughout my development was interesting to look back on. This paper will review my development with a focus on how my ADHD presented throughout my lifespan.
In my first two years of life, I developed normally specifically in regards to motor skills. I showcased a standard progression from sitting unsupported at 6 months to running at 18 months. My first two years were not without signs of ADHD, with a speech delay being indicated between 12 months and 18 months of age. My mom reported that I did not experience the typical vocabulary boom usually seen at 18 months (Berger, 2019). Studies of ADHD and developmental patterns have indicated a positive correlation between speech delays and ADHD in girls (Yuksel et al, 2021).
These symptoms, including not pointing, identifying objects, and avoiding eye contact, led to my family seeking medical care. I was 2 years old in 2003 and was in my childhood years leading up to 2012, which makes my late diagnosis on trend with diagnostic patterns of the time regarding ADHD (Hinshaw et al., 2022). Based on the knowledge and research of the time, I did not fall under ADHD diagnostic guidelines (Substance Abuse and Mental Health Services Administration, 2016).
During early childhood, which includes ages 2 to 6, I had typical development besides ADHD psychopathology. I received speech therapy for speech delay starting at age 3 and my speech development was normal following that. I displayed animism, particularly with my household pets and stuffed animals. Animism is a presentation of pre-operational intelligence as typically observed during the early childhood stage of development (Berger, 2019).
Inattentive presentations of ADHD were also reported by my mom, with me commonly “zoning out”. Studies have indicated that compared to male presentations of ADHD, females more often presented inattentively (Biederman et al, 2002). The American Psychiatric Association (2013) says that inattentive symptoms of ADHD include but are not limited to trouble focusing, being disengaged, and difficulty following directions. It’s also noted that inattentive presentations are associated with interpersonal struggles and higher rates of compensatory behaviors (Hinshaw et al, 2022).
As I entered middle childhood, which includes ages 6 to 11, I experienced emotional growing pains. My mom notes that I had trouble with emotional regulation; that I would become more upset more often than my brother did at the same age. This aligns with interpersonal and emotional struggles noted in female ADHD psychopathology (Hinshaw et al., 2022). She also observed declining self-concept, which is common for this part of the lifespan, along with typical coping mechanisms found in female ADHD.
Compensatory behaviors in ADHD can present in a variety of different ways. These compensatory strategies are non-traditional ways that ADHD patients try to accommodate themselves, such as reminders on post-it notes or mirroring others in social situations (Schaffer, 2013). My ADHD and compensatory behaviors influenced my perception of my interpersonal relationships and how I valued peer influence. Peer influence is highly regarded at this point of the lifespan, and the anxiety that comes with compensatory behaviors impacted this.
During my adolescent years, ages 11 to 18, I experienced struggles with my mental health which is a reality for many in my generation. Research has indicated that 42% of Gen Z has been diagnosed with a mental health condition (Harmony Healthcare IT, 2022). My ADHD exacerbated the depression and anxiety that started during these years, along with complicating the treatment I received. My mom observed stronger emotions and emotional dysregulation, such as decision-making often led by emotion.
My psychosocial development at this time aligns with common trends, experiencing role confusion in later adolescence. Role confusion occurs when an adolescent is trying to find their place or purpose in their environment and can cause anxiety (Berger, 2019). I found that my intelligence and drive for learning was an important part of my identity. This is contradictory to stereotypes of ADHD, but follows female ADHD research that shows academic struggles tend to be overshadowed by compensatory behaviors until later adolescence (Hinshaw et al, 2022).
I am now in the emerging adulthood stage of my lifespan, which includes ages 18 to 25. It was during this stage (age 20) that I was officially diagnosed with ADHD. Accessing medication and therapy focused on skill building has positively changed my life. Having a comprehensive understanding of my behavior has better equipped me and my treatment team to properly help me manage my ADHD.
Overall I have found that ADHD has been a key factor throughout my development. This certainly applies to my speech progression, as well as socially and emotionally. The emerging knowledge about female ADHD is significant and has impacted both my access to treatment and my understanding of my behavior.
References
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. (DSM-5) American Psychiatric Association Publishing. 2013.
Berger, K. S. (2019). The developing person through the lifespan (11th ed.). Worth publishers.
Biederman, J., Mick, E., Faraone, S. V., Braaten, E., Doyle, A., Spencer, T., Wilens, T. E., Frazier, E., & Johnson, M. A. (2002). Influence of gender on attention deficit hyperactivity disorder in children referred to a psychiatric clinic. The American journal of psychiatry, 159(1), 36–42. https://doi.org/10.1176/appi.ajp.159.1.36
Harmony Healthcare IT. (2022). State of Gen Z Mental Health 2022. https://www.harmonyhit.com/state-of-gen-z-mental-health/
Hinshaw, S. P., Nguyen, P. T., O’Grady, S. M., & Rosenthal, E. A. (2022). Annual Research Review: Attention-deficit/ hyperactivity disorder in girls and women: underrepresentation, longitudinal processes, and key directions. The Journal of Child Psychology and Psychiatry, 63(4), 484-496. https://doi.org/10.1111/jcpp.13480
Schaffer, G. (2013). Assessing Compensatory Strategies and Motivational Factors in High-Achieving Postsecondary Students with Attention Deficit/Hyperactivity Disorder. Journal of Postsecondary Education and Disability, 26(1), 89-99.
Substance Abuse and Mental Health Services Administration. (2016). Table 7, DSM-IV to DSM-5 Attention-Deficit/Hyperactivity Disorder Comparison. In DSM-5 Changes: Implications for Child Serious Emotional Disturbance (pp. 17). https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t3/
Yuksel, A. E., Dogan, N., Tahillioglu, A., Bilac, O., Uysal, T., & Ercan, E. S. (2023). ADHD and its associations with pregnancy, birth, developmental and medical-related characteristics. Current Psychology, 42, 4705-4718. https://doi.org/10.1007/s12144-021-01817-1