Treatment of attention-deficit/hyperactivity disorder (ADHD) through the paths of spirituality: A review

Pages: 179-181
Md. Intekhab-Ur-Rahman (University Department of Psychology, B. N. Mandal University, Madhepura, Bihar)

Parents are expected that their children learn through socialization processes to pay attention, control their impulses, and organize their behaviours so that they can accomplish long-term goals of their life. Some children have tremendous trouble learning these skills and they have diagnosed with attention-deficit/hyperactivity disorder (ADHD). Children suffering from ADHD cannot pay attention or quell their hyperactivity, they do not learn the material they are being taught and thus perform below their intellectual capabilities. Attention-deficit/hyperactivity disorder is now the most widely diagnosed mental disorder of childhood. Many adults are now diagnosing themselves as having ADHD. Individuals with ADHD usually exhibit symptoms like hyperactivity, fidgeting behaviour, restlessness, excessive talking, inappropriate running and climbing, often ‘ on the go’ , can’t wait, interrupt others and impulsiveness. It is pointed out that ADHD is a product of the demands of modern life and its priorities. Patients with ADHD are commonly treated with stimulant drugs (Dextroamphetamine and Methylphenidate). The effects of stimulant drugs on the behaviour of ADHD patients are not as paradoxical as it might seem on the surface. Treatments with stimulants are short-term gains. Several studies have been included in the present paper which suggest that spiritual paths— meditation, breathing exercises, physical exercises (Yogkriyas/Yoga practices), and practice of positive thinking make one physically and mentally better equipped to manage stress, improve balance and provide calmness to the mind. Spiritual therapy is more likely to lead to both short-term and long-term improvements. Spirituality also helps children/individuals learn to anticipate the consequences of their behaviours and make less impulsive choices about their behaviours.