How is cognitive-behavioral therapy applied to cases of ADHD?

ADHD, an acronym that refers to the term "attention deficit hyperactivity disorder", is a psychological phenomenon that often gives rise to controversy. In fact, not a few people today believe that it is a simple invention of the pharmaceutical industry, created to sell stimulant-type drugs such as methylphenidate.

However, the truth is that ADHD is a reality, and in fact its existence is not as linked to the dynamics of big pharmaceuticals as is often believed. It is true that it is probably an overdiagnosed disorder (that is, we tend to assume that people without ADHD have developed this alteration), and it is also true that the use of medications is often recommended in its treatment.

But the truth is that the existence of ADHD has evidence both in the field of clinical psychology and in the neurosciences, and that having received this diagnosis does not imply the need for the use of psychotropic drugs. Typically, cognitive-behavioral psychotherapy works best, and many times with it is enough. Let's see what it consists of and how it is applied in this disorder.

• Related article: "Cognitive-Behavioral Therapy: what is it and on what principles is it based?"

What is ADHD?

Let's start with the basics: what is ADHD? Is about a neurodevelopmental disorder that is usually detected during childhood in some boys and girls, and that gives rise to three main types of symptoms:

• Trouble staying focused on a specific task or stimulus
• Impulse control problems, and impatience
• Hyperactivity, restlessness and constant search for stimuli in the environment

One of the main consequences of ADHD is that if it is not treated properly, it tends to limit significantly the school progress of the little ones, leading to school failure and all that it entails in the adolescence and adult life. In addition, it also gives rise to problems of coexistence and family dynamics.

From what is currently known, ADHD symptoms usually do not go away completely in adulthoodAlthough it is true that after adolescence we have better tools to put in order both our thoughts and our priorities. Although it is true that those who have developed ADHD during their childhood do not continue to maintain the classic childhood behavior based on impulsivity and high activity, statistically they are more likely to develop addictions and other problems linked to difficulties in repressing impulses.

How is ADHD treated in cognitive behavioral therapy?

Cognitive-behavioral therapy is a form of psychological intervention that, as its name suggests, has The objective is to help the person seeking support to modify their behavior patterns and her cognitive patterns. That is, their way of behaving from an objective point of view and observable by all (moving, talking to the others, and interacting with what is around him in general), and his way of thinking, feeling and maintaining beliefs.

This double path of action, which is not as parallel as it seems, since observable behavior and cognitive processes are constantly influencing each other, It is very effective in offering psychological assistance for a wide variety of problems, some of which do not even have to do with disorders psychological.

How is cognitive-behavioral therapy applied in the case of ADHD? In summary, the main forms of intervention in this class of cases are the following.

1. Emotion recognition training

From the cognitive-behavioral model, people with ADHD are helped to correctly identify the emotions they feel at all times.

In this way, for example, they are prevented from using forms of "relief" from emotional distress that can lead to recurring habits, or even addictions, from actions that lead to cover that discomfort with specific moments of well-being that "cover" the anguish, sadness, frustration, etc. Doing this makes it more likely that the person will intervene correctly on the true source of the problem that makes them feel this way.

2. Structuring of behavior patterns

Psychologists who work with the cognitive-behavioral model we train people with attention problems and impulsivity to adopt action sequencing strategies.

This makes it less likely to start a task and leave it halfway, or to direct the focus of attention towards other stimuli, given that emphasis is placed on those avenues of thought and action that lead us to finish what we started and move on to the next task by make.

3. Anxiety management techniques

Anxiety is one of the psychological phenomena that most predisposes to disorganization and the search for external distractions. For this reason, cognitive-behavioral therapy teaches people to manage it better without falling into its traps.

4. Communication guidelines

It should not be forgotten that many of the symptoms of ADHD facilitate the appearance of conflicts and coexistence problems. Therefore, in psychology guidelines are given to prevent these kinds of problems, and give them a constructive solution once they have occurred.

• You may be interested in: "Attention Deficit Hyperactivity Disorder (ADHD), also in adults"

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If you are interested in having professional psychological help, Get in touch with me. I am a psychologist specialized in the cognitive-behavioral intervention model with many years of experience helping people and organizations; I currently attend either in person in my office in Madrid or through online therapy. On this page You will find more information about how I work, and also my contact information.

Bibliographic references:

• Faraone, S.V.; Rostain, A.L.; Blader, J.; Busch, B.; Childress, A.C., Connor, D.F., Newcorn, J.H. (2019). Practitioner Review: Emotional dysregulation in attention-deficit / hyperactivity disorder - implications for clinical recognition and intervention. Journal of Child Psychology and Psychiatry, and Allied Disciplines. 60 (2): pp. 133 - 150.
• Knouse, L.E.; Safren, S.A. (2010). Current status of cognitive behavioral therapy for adult attention-deficit hyperactivity disorder. The Psychiatric Clinics of North America. 33 (3): pp. 497 - 509.
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• Wolraich, M.L.; Hagan, J.F.; Allan, C.; Chan, E.; Davison, D.; Earls, M.; Evans, S.W.; Flinn, S.K.; Froehlich, T.; Frost, J.; Holbrook, J.R.; Lehmann, C.U.; Lessin, H.R.; Okechukwu, K.; Pierce, K.L.; Winner, J.D.; Zurhellen, W.; Subcommittee on children and adolescents with attention-deficit / hyperactive, disorder. (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit / Hyperactivity Disorder in Children and Adolescents. Pediatrics. 144 (4): e20192528.