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ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental difference that affects attention, activity levels, and impulse regulation. ADHD is not a lack of ability or effort, but a difference in how the brain manages attention, motivation, and executive functioning. At The Lotus Psychology Practice, we offer neuroaffirmative assessment and psychological support to help individuals and families better understand ADHD and develop effective, sustainable strategies.

Understanding ADHD

ADHD is defined in diagnostic frameworks by persistent patterns of inattention and/or hyperactivity-impulsivity that impact functioning across settings.

These differences may include:

  • differences in sustaining attention and concentration

  • difficulties with organisation, planning, and time management

  • challenges with task initiation and follow-through

  • impulsivity in behaviour or decision-making

  • restlessness or a need for movement

  • variability in attention (e.g. hyperfocus in some contexts, difficulty in others)

ADHD is a neurodevelopmental condition, meaning these patterns are present from early development, although they may become more noticeable as environmental demands increase.

A neuroaffirmative understanding recognises ADHD as a difference in regulation and executive functioning, rather than ability. Many individuals also have strengths such as creativity, problem-solving, energy, intuition, and flexible thinking.

ADHD is a neurodevelopmental difference that is present from early development, although the way it presents can vary significantly across age, stage, and context. Some differences may be more noticeable in early childhood, while others become more apparent as social, academic, and emotional demands increase.

ADHD in Early Childhood

In primary school age, ADHD may present as:

  • Difficulty sustaining attention in class

  • Disorganisation and incomplete work

  • Challenges with transitions and routines

  • Impulsivity or interrupting

  • Difficulties with peer relationships

ADHD in Primary School 
Children

During adolescence, difficulties can present in areas such as:

  • Increasing difficulty with academic organisation and deadlines

  • Procrastination and task avoidance

  • Emotional dysregulation or frustration

  • Difficulty prioritising and planning

  • Reduced motivation for non-preferred tasks

Difficulties at this stage are often misinterpreted as lack of motivation, rather than underlying executive functioning challenges.

ADHD in Adolescents

ADHD in Adulthood

ADHD Across The Lifespan

In younger children, ADHD may present as:

  • High levels of activity or restlessness

  • Difficulty sustaining attention in play or structured tasks

  • Impulsive behaviour

  • Difficulty following instructions or routines

  • Emotional reactivity

Difficulties associated with ADHD may shift into adulthood as external structure decreases and life demands increase. In adults, ADHD may present as:

  • Chronic difficulties with organisation and time management

  • Procrastination and difficulty initiating tasks

  • Inconsistent attention and productivity

  • Forgetfulness and losing track of tasks or commitments

  • Emotional dysregulation or sensitivity to stress

  • Feeling overwhelmed by daily demands

  • Relational or work related difficulties

Many adults report a lifelong sense of “underachievement despite ability,” or feeling that tasks take significantly more effort than expected. For some, diagnosis in adulthood provides a framework for understanding lifelong patterns of difficulty and strength.

ADHD in Girls & Women

ADHD in girls and women is often under-recognised or identified later in life, due to differences in how symptoms may present and how they are interpreted in social and educational contexts. Research has suggested that women may be more likely to present with:

  • Difficulties with organisation and time management

  • Chronic overwhelm or feeling mentally “scattered”

  • Daydreaming or difficulty sustaining attention

  • Emotional sensitivity or reactivity

  • Internal restlessness rather than outward hyperactivity

  • Internalised anxiety or distress

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Many women develop strategies to mask or compensate their difficulties, particularly in structured environments such as school and work environments. This can lead to them appearing to cope externally while experiencing significant internal effort, stress, or exhaustion. Masking can be adaptive in the short term, but over time may contribute to fatigue, anxiety, reduced self-esteem, autistic burnout, and difficulties with identity. Recognising ADHD in women is important in ensuring that support reflects the individual’s actual needs and experiences.

ADHD & Co-Occurring Conditions

ADHD commonly co-occurs with a range of other neurodevelopmental and mental health conditions. These co-occurring differences are often an important part of an individual’s overall presentation and can significantly influence day-to-day functioning, wellbeing, and support needs.

Common co-occurring difficulties include:

  • Autism Spectrum Condition

  • Anxiety disorders

  • Depression

  • Obsessive Compulsive Disorder

  • Learning differences (e.g. dyslexia, dyspraxia)

  • Sleep difficulties

These co-occurring conditions can significantly influence how ADHD is experienced and may sometimes be more impairing than ADHD symptoms themselves. For this reason, a comprehensive assessment is essential to ensure accurate understanding and appropriate support. A formulation-led approach allows us to move beyond labels alone, developing a holistic and clinically meaningful understanding that can guide effective, individualised support.

Our Approach at The Lotus Psychology Practice

We offer specialist ADHD assessments for children and adults in Berkhamsted, Hertfordshire and the surrounding areas. At The Lotus Psychology Practice we comply with NICE (National Institute for Health and Clinical Excellence) guidelines and DSM-5 diagnostic criteria. This ensures that all assessments of ADHD are completed by HCPC registered Psychologists with specialist experience in neurodevelopmental assessment. We use gold standard, internationally recognised assessment tools. Our approach goes beyond diagnosis, we focuses on understanding strengths, challenges, and individual support needs. 

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Alongside assessments, we offer psychological support. Our approach is neuroaffirmative, collaborative, and formulation-led, focusing on understanding how ADHD affects each individual’s life. Support may include:

  • Psychoeducation about ADHD and formulation to supporting identity and self-understanding

  • Strategies for organisation and time management

  • Support with task initiation and procrastination

  • Emotional regulation support

  • Reducing overwhelm and burnout

  • Supporting self-esteem and identity

  • Evidence-based intervention for co-occurring mental health difficulties, adapted for neurodiversity

 

Where appropriate, we may also liaise with GPs or psychiatrists regarding medication options.

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