For many researchers, clinicians, teachers, patients, and family members, the discourse on ADHD has been occurring in silos. Traditional ADHD camps are organized primarily in terms of neurological and cognitive perspectives and to a lesser extent psychoanalytic/psychodynamic perspectives. Those with an interest in ADHD have not been able to obtain a comprehensive understanding of the disorder and consequently have been restricted in psychotherapy treatment options. This book argues for the integration of the three perspectives on ADHD.
Drawing on the expertise of an international range of contributors, the volume addresses questions from a psychoanalytic vantage point which have considerable meaning in clinical work with children who have ADHD. They examine the role of trauma and attachment problems as both a possible antecedent to ADHD, and as an outgrowth of ADHD which predisposes the child to limitations in emotion regulation, social adversity, an even maltreatment. S
