Definition:

ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and/or impulsivity that interfere with daily functioning in multiple contexts, such as school, work, or social relationships.

Symptoms:

Inattention:

Difficulty paying attention or sustaining focus, Easily distracted by external stimuli, Forgetfulness and losing things, and Difficulty organizing tasks and time.

Hyperactivity:

Excessive fidgeting or movement, Difficulty sitting still, Talking excessively, and Impatience and difficulty waiting.

Impulsivity:

Acting without thinking, Difficulty controlling impulses, Interrupting others, and Taking unnecessary risks.

Types:

• Predominantly Inattentive: Primarily exhibits inattentive symptoms
• Predominantly Hyperactive-Impulsive: Primarily exhibits hyperactive and impulsive symptoms
• Combined: Exhibits both inattentive and hyperactive-impulsive symptoms

Diagnosis:

• A comprehensive evaluation by a qualified healthcare professional, such as a psychiatrist or psychologist
• Review of symptoms, developmental history, and medical records
• Consideration of other potential conditions that may mimic ADHD

Treatment:

Medication:

Stimulants (e.g., methylphenidate, amphetamine) can improve attention and focus

Therapy:

Behavioral therapies, such as cognitive behavioral therapy (CBT), can help individuals develop coping strategies and improve self-regulation

Lifestyle modifications:

Exercise, good sleep hygiene, and organizational techniques can support symptom management

Prognosis:

ADHD is a chronic condition that typically lasts into adulthood. However, with appropriate treatment and support, individuals with ADHD can manage their symptoms and live fulfilling lives.

Overview:

RSD is a condition characterized by an extreme sensitivity to perceived or actual rejection. Individuals with RSD experience intense emotional pain, anxiety, and self-doubt in response to criticism, setbacks, or social exclusion.

Symptoms:

• Intense emotional reactions to rejection (e.g., feeling devastated, humiliated, or worthless)
• Avoidance of situations where rejection may occur
• People-pleasing behaviors
• Overly high standards for oneself
• Difficulty coping with criticism
• Low self-esteem
• Rumination on negative experiences

Causes:

The exact cause of RSD is not fully understood, but it is believed to be related to a combination of factors, including: Genetic predisposition, Early childhood experiences of rejection, Neurochemical imbalances, and Attention-deficit/hyperactivity disorder (ADHD).

Impact:

RSD can significantly impact an individual's life, leading to: Social isolation, Relationship difficulties, Academic or career problems, and Depression and anxiety.

Treatment:

Treatment for RSD typically involves a combination of therapies, such as:

• Cognitive behavioral therapy (CBT)
• Dialectical behavior therapy (DBT)
• Medication (e.g., antidepressants, anti-anxiety medications)
• Skills training to develop coping mechanisms for rejection

Note:

RSD is not a recognized mental health diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). However, it is a widely discussed and recognized phenomenon among clinicians and researchers.

Stimming in Neurodivergent individuels

Stimming, or self-stimulatory behavior, is repetitive and often rhythmic movement or action that can be observed in neurodivergent individuals, such as those with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD).

Purpose of Stimming

Stimming can serve various purpoises including:

Sensory regulation:
It can help individuals process and manage sensory overload or understimulation.

Emotional regulation:
Stimming can provide a coping mechanism for anxiety, stress, or excitement.

Focus and attention:
It can help individuals improve concentration and focus.

Communication:
In some cases, stimming can be a form of non-verbal communication, expressing emotions or needs that are difficult to articulate.

Examples of Stimming

Stimming behaviors can vary widely and may include:

• Hand flapping or twirling
• Rocking back and forth
• Banging objects
• Repeating words or phrases
• Foot tapping or leg shaking
• Staring at lights or objects
• Arranging objects in specific pattems

Understanding and Acceptance

It's important to understand that stimming is a normal and often helpful behavior for neurodivergent individuals. It should be respected and not stigmatized. Parents, caregivers, and educators should strive to create a supportive and understanding environment where stimming is allowed and not seen as disruptive or odd.

When Stimming May Be Concerning

While stimming is generally harmless, it may become conceming if:

• It causes self-injury or harm to others.
• It interferes significantly with daily life or social interactions.
• It becomes excessive or compulsive.

In such cases, it may be helpful to consult with a healthcare professional to discuss potential underlying issues or strategies for managing stimming behaviors effectively.

(see Fidgeting).

ADHD response in a crisis

People with ADHD can sometimes appear surprisingly calm in crisis situations due to their brain's tendency to produce more theta waves, which are associated with a relaxed state, allowing them to remain cool and collected when others might be overwhelmed; this is often referred to as a "superpower" of ADHD, making them potentially well-suited for high-pressure environments like emergency medicine or firefighting.

Key points about ADHD and calmness in crisis:

Theta brain waves:

Research suggests that ADHD brains naturally generate more theta waves, which are linked to deep relaxation and a calm state, potentially explaining why some with ADHD can stay composed under stress.

Hyperfocus ability:

When highly focused on a task during a crisis, individuals with ADHD can tap into a "hyperfocus" mode, allowing them to concentrate intensely on the problem at hand.

Adaptability to change:

The ADHD brain can sometimes be more flexible and adaptable to sudden changes, which can be beneficial in crisis situations where quick decision-making is needed.

However, it's important to remember:

Not everyone with ADHD experiences this:

While some people with ADHD may thrive in crisis situations, others might still experience significant anxiety or overwhelm depending on the specific circumstances.

Individual differences:

Each person with ADHD is unique, and their response to stress will vary based on their individual presentation of the disorder.

Hyperfixation in Attention-Deficit/Hyperactivity Disorder (ADHD)

Hyperfixation, otherwise known as Hyperfocus, is a phenomenon where individuals with ADHD become intensely focused on a specific activity, interest, or topic for extended periods. This intense focus can lead to:

Obliviousness to surroundings:

Individuals may become so engrossed that they lose track of time, neglect other responsibilities, and miss social cues.

Increased productivity:

Hyperfixation can sometimes lead to bursts of intense productivity and creativity.

Difficulty shifting attention:

It can be challenging to switch focus from the hyperfixation to other tasks or activities.

Emotional dysregulation:

Hyperfixation can be accompanied by strong emotions, such as excitement, anxiety, or frustration.

Causes:

The exact cause of hyperfixation in ADHD is not fully understood, but it is believed to be related to:

Neurochemical imbalances:

Dopamine, a neurotransmitter involved in attention and motivation, may be dysregulated in individuals with ADHD.

Executive function deficits:

ADHD affects executive functions, such as planning, organizing, and time management, which can contribute to difficulty shifting attention.

Reward system dysfunction:

Hyperfixation may be a response to the rewarding aspects of the activity or interest being focused on.

Impact:

Hyperfixation can ave both positive and negative impacts on individuals with ADHD:

Positive:

Hyperfixation can lead to periods of intense productivity and accomplishment.

Negative:

It can also lead to neglect of other responsibilities, social isolation, and emotional dysregulation.

Management:

Managing hyperfixation can be challenging, but strategies include:

Time management:

Set realistic goals and use timers to break up periods of hyperfixation.

Task switching:

Practice switching between different tasks to prevent over-fixation on one activity.

Self-awareness:

Recognize when hyperfixation is occurring and take steps to interrupt it if necessary.

Therapy:

Cognitive behavioral therapy (CBT) can help individuals develop coping mechanisms and improve their executive functions.

Medication:

In some cases, medications that stimulate dopamine release may help regulate attention and reduce

(see similar Hyperfixation in Neurodivergent individuals).

Interest driven ADHD Brain(ADHD)

For individuals with ADHD, an "interest-driven nervous system" means they find it easier to focus and engage when tasks are personally interesting, novel, challenging, or urgent, rather than solely relying on importance or external pressure.

Here's a more detailed explanation:

The Interest-Based Nervous System:

This concept, often attributed to Dr. William Dodson, suggests that people with ADHD are motivated by their interest in or passion for a task, rather than solely by its perceived importance or potential consequences.

Hyperfocus:

ADHD individuals can exhibit intense focus and dedication, known as hyperfocus, when engaged in tasks that genuinely spark their interest.

Motivation Factors:

Tasks that are interesting, novel, challenging, or urgent tend to capture and sustain the attention of those with ADHD.

Challenges with Routine Tasks:

Conversely, tasks that lack immediate interest or urgency can become significant hurdles, leading to struggles with routine responsibilities and societal expectations.

Misconceptions:

Neurotypical individuals may misunderstand this interest-based approach, assuming a lack of interest implies a lack of responsibility or laziness.

Strategies for Success:

Understanding the interest-based nervous system can help individuals with ADHD identify strategies to leverage their strengths and overcome challenges, such as incorporating hobbies and activities they're passionate about into their daily schedule.

Examples:

• Someone with ADHD might find it easier to organize their room if they are allowed to decorate it in a way that is personally appealing, rather than simply being told to clean it.
• A student might be more engaged in a history lesson if it is presented in a way that is interactive and engaging, rather than a passive lecture.

Key Takeaway:

Recognizing the interest-based nervous system as a strength, rather than a deficit, can empower individuals with ADHD to find motivation and achieve their goals.

ND Communication Patterns

Neurodivergent (ND) individuals often exhibit unique communication patterns, including preferences for direct and literal communication, challenges with nonverbal cues, and potential for repetitive speech, intense focus on specific topics, a tendency to over-explain, and potentially differing from the communication patterns typically considered "normal" in society.

Here's a more detailed breakdown of ND communication patterns:

Key Characteristics:

Direct and Literal Communication:

ND individuals may interpret statements literally, potentially leading to misunderstandings if implicit cues or sarcasm are used. They often communicate directly and clearly, sometimes perceived as blunt by others.

Repetitive Speech or Patterns:

Some ND individuals may exhibit repetitive speech patterns, phrases, or topics of interest, which can be a form of self-expression or comfort.

Intense Focus on Interests:

ND individuals may become intensely focused on specific topics, leading to conversations that are less about social interaction and more about sharing information about their interests (sometimes leading to "info dumping").

Sensory Processing Differences:

Some ND individuals may have sensory processing differences that impact their communication, such as being sensitive to loud noises or bright lights, which can make certain communication environments challenging.

Executive Functioning Challenges:

Difficulties with organization, planning, and time management can affect their ability to participate in conversations and follow instructions.

Social Communication Differences:

ND individuals may find social interactions and navigating social norms challenging, which can impact their ability to communicate effectively.

Variability:

It's important to remember that ND individuals are diverse, and their communication styles can vary widely.

Other Typical Noteable Characteristics:

Over-explaining:

To ensure understanding, they might provide excessive details or explanations.

Difficulty with small talk:

Neurodivergent individuals might find small talk uncomfortable and prefer to discuss meaningful topics.

Social interactions and impulse control in ADHD

Impulsivity, a core symptom of ADHD, significantly impacts social interactions, leading to difficulties in turn-taking, interrupting, and understanding social cues, potentially resulting in strained relationships and social isolation.

Here's a more detailed look at how impulsivity affects social interactions in individuals with ADHD:

Difficulty with Turn-Taking and Interruptions:

Individuals with ADHD may struggle to wait their turn in conversations or activities, often interrupting others or blurting out thoughts without considering the context.

Inappropriate Comments and Actions:

Impulsivity can lead to making comments or taking actions that are socially inappropriate or hurtful, damaging relationships and social dynamics.

Struggles with Social Cues:

Individuals with ADHD may have difficulty recognizing or interpreting social cues, leading to misunderstandings and misinterpretations in social interactions.

Difficulty Maintaining Relationships:

The challenges in social interactions caused by impulsivity can make it difficult to form and maintain friendships and other relationships.

Increased Risk of Social Rejection:

Due to the difficulties in social interactions, individuals with ADHD may experience social rejection or isolation.

Emotional Regulation Challenges:

Impulsivity can also lead to difficulties in managing emotions, which can further impact social interactions and relationships.

Inattention and Social Interactions:

Inattention, another core symptom of ADHD, can also negatively affect social interactions. People with ADHD may struggle to stay focused during conversations, miss important details, or appear disinterested.

Hyperactivity and Social Dynamics:

Hyperactivity can also interfere with social interactions, as individuals with ADHD may exhibit high levels of energy and restlessness, which can be overwhelming for others.

Overview

May talk too much due to impulsiveness(and impulse control issues), hyperactivity(physical and/or mental), and difficulty inhibiting and controlling responses; Stimulant medications have also been known to cause excessive talking or excessive "walls of text" online; May interrupt others often; May dominate conversations; May be hyperactive and energetic, which can lead to excessive talking; May act, speak, and think impulsively; May blurt out whatever comes to mind without thinking about how it will be received; May miss social cues or overlook responses with others and be lost in thought.

Can leading to:

How To Handle These Situation:

Often an ADHD mentality will need direct or blunt communication to help them regulate their own behavior to better fit into the conversation whether via text or verbal.

ADHD individuals PREFER direct and blunt communication, thus it is not offensive as would be taken by a non-ADHD individual. Many people with ADHD who have these issues would very much appreciate you helping them regulate and fit into social situations. This is contrary to what is considered "normal" social responses thus often it hurts an ADHD individual when no one understands their need for "support" in social situations often leading to continued social, relationships and friendships difficulties over both the short and long term.

This essentially means you should inform them clearly, directly, bluntly,, and especially literally in a way like this for example: "excuse me soandso, you are talking a bit too much and are dominating the conversation, you are also interrupting a lot. If you don't mind could you please slow down a lot so others have a chance to speak and are more able to take part in the conversation? We would appreciate you if you could try". This approach would work outstanding well and be taken appreciatively by the 'vast majority' of ADHD individuals as it is direct, clearly contains necessary information and instructions, and adds a little bit of a friendly tone to make sure there is no way to misinterprit it to trigger RSD or other emotional triggers that may confuse the instructions. The ADHD individual will see the problem but may have had trouble inhibiting their impulse control without such a direct method of intervention.

Just be direct and open, you don't have to finesse things in fact you shouldn't or sugar coat anything at all. Doing so can make it unclear what is needed because ADHD individuals take communication 'literally' word by word. So if for example you sugar coat something as "talking a little bit too much" they may not think a lot is wrong because the words "a little bit" would be taken literally. Just say "a lot" or "excessively" whatever is literally warranted so they know how much they need to throttle down or slam on their ADHD breaks.

Just be kind, patient, understanding, and don't be rude or offensive in tone or wording because it is not their fault. They don't mean to make things uncomfortable or unpleasant for anyone at all; ADHD and other Neurodivergent individuals simply communicate "differently" (see ND Communication Patterns).The person with ADHD will thank you greatly for the help and understanding... and you may just make a great friend in the process!

ADHD have significant impairments in working memory

Working memory is a cognitive function that allows us to temporarily hold and manipulate information in our minds.Individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience difficulties with working memory.

Impairments in Working Memory in ADHD:

• Studies have consistently shown that individuals with ADHD have significant impairments in working memory compared to neurotypical individuals.
• These impairments are present across all three subtypes of ADHD (predominantly inattentive, predominantly hyperactive-impulsive, and combined).
• Working memory deficits are particularly pronounced in tasks that require holding and manipulating multiple pieces of information simultaneously.

Consequences of Working Memory Deficits in ADHD:

• Difficulty following instructions and completing tasks
• Problems with organization and time management
• Challenges with attention and focus
• Academic difficulties, especially in subjects that require complex information processing
• Social and emotional difficulties, such as misunderstandings and impulsivity

Mechanisms Underlying Working Memory Deficits in ADHD:

• The exact mechanisms underlying working memory deficits in ADHD are not fully understood, but several factors may contribute:
• Dopamine dysfunction: ADHD is associated with altered dopamine levels, which may affect working memory processes.
• Frontal lobe dysfunction: The frontal lobes, which are involved in working memory, may show structural or functional differences in individuals with ADHD.
• Information processing speed: Individuals with ADHD may have slower information processing speeds, which can impact their ability to hold and manipulate information in working memory.

Management of Working Memory Deficits in ADHD:

Medication:

Stimulant medications, such as methylphenidate (Ritalin) and amphetamine (Adderall), can improve working memory by enhancing attention and focus.

Cognitive behavioral therapy (CBT):

CBT can help individuals with ADHD develop strategies to improve their working memory, such as using mnemonic devices, breaking down tasks into smaller steps, and avoiding distractions.

Organizational aids:

Using calendars, to-do lists, and other organizational tools can help offload working memory demands.

Environmental modifications:

Reducing distractions, providing quiet spaces for work, and establishing routines can help improve working memory function

ADHD Individuals and Their Trouble 'Understanding' Communications

ADHD individuals often find themselves talking to someone or assimilating info via any media, it can be anyone at all but a couple examples are their doctor or co-workers and they find themselves listening tinstructions or communications tht they simply don't understand or more accurately they completely miss entirely. In the co-worker example you may keep saying something like "send it to me in an email" or another example is simply saying "can you repeat that please". This happens in a reasonly wide set of "ADHD Communication Difficulties". What is needed here is a workflow or system to assimilate info that works for your brain type.

Specific Difficulties:

Difficulties cover a somewhat wide range of issues in this umbrella term but all are essentially rooted in the same concept of difficulty understand communications being relayed by someone else in some form or way.

Example Situations:

• Hearing instructions but not absorbing a single detail said.
• Asking someone to repeat one or more times because communication difficulties.
• Reading Text based instructions and not being able to figure out what is needed due to many ADHD differences in communication.
• Accepting a detailed step by step communications but not understanding the entirety of the communication or what is being communicated when put as a whole. (this can lead to Victimization).

Work Arounds for ADHD Individuals:

Receiving communications in a different way can lead to greatly improving how you assimilate information. This varies greatly by individual.

Some Examples of Different Ways to Better Understand Communications(varies by ADHD individual)

• Video Recording Instructions or Making yourself a Video Tutorial
• Capturing reminders, notes, instructions, etc as Images or Photos for later notes. This can be combined with Photo managing Apps, Evernote and many other similar photo based note taking apps that can often take text directly from images as well.
• Text Based instructions such as Text Message, Emailing you them, Emailing them to yourself, Carrying a Notebook and Pen, Writing on your skin even, etc; (example, "sorry could you email me that please?" after not understanding co-worker instruction(if this happens regularly, ideally you just eliminate the step and always have instructions sent to your preferred method of receiving them)..
• Apps or Devices designed to capture Audio only specifically.
• Using the plethora of apps, applications, and services to translate instructions for your specific Brain needs; such as To-Do list apps, Mind Mapping, Making Flowcharts for yourself, Website Tools, Services or Apps for Phone Call or other Audio Transcriptions to Text, conversely services or apps that translate Text into Audio, etc.

Any and all of the above can be combined in any way that works for your specific Brain needs. It may take time to develop a system that works for you or it may happen in a single day. Don't give up, there is always a way! If not, you can always create a system in the form of an app, service, website, etc that works for you and you have yourself a very promising new business as I am absolutely sure there are others searching for just your kind of system!

Conclusions:

Whatever works for you is 100% acceptable no matter how "silly" or "trivial" it seems or sounds in your mind. Don't feel embarrassed, people use all sorts of crazy workflows even Neurotypical individuals have their specific needs. Absolutely ANY Method that works for YOU and provides Results is all that matters.

Remember that ADHD individuals all have good days, average days, and many bad days. Plan your workflow for your bad days using Universal Design principles and you will enhance all your days and whatever system or method works for you will improve your quality of life and ability to understand instructions for work, social, or other environments. Plan ahead.

Victimization is a Serious Problem even when Medicated.

ADHD, Autistic(ASD) and other Neurodivergent individuals are sigificantly more likely to experience victimization both as children and well into adulthood at any age and at any level in society.

Examples:

Ignorance is NOT an excuse for Victimization:

Google Query: "Is Ignorance "Justification for Victimization?"

Directly from Google AI Overview:

No, ignorance is generally not a valid justification for victimization. While individuals may be unaware of certain situations or laws, this lack of knowledge does not excuse them from responsibility or the consequences of their actions. The legal principle "ignorance of the law is no excuse" (ignorantia juris non excusat) underscores this point.

Elaboration:

Moral CulpabilityL

There are some exceptions to the general rule, particularly in cases where ignorance of a specific fact is relevant to a crime. For example, a person might argue that they were not aware of a fact that was crucial to their alleged wrongdoing.

Exceptions:

Ignorance can sometimes contribute to victimization, as individuals may be unaware of their rights, or they may be vulnerable to exploitation due to their lack of knowledge or understanding. However, ignorance is not a justification for the actions of the person causing the harm.

Victimization:

Ignorance can sometimes contribute to victimization, as individuals may be unaware of their rights, or they may be vulnerable to exploitation due to their lack of knowledge or understanding. However, ignorance is not a justification for the actions of the person causing the harm.

Societal Impact:

Ignorance can also have broader societal impacts, as it can lead to a lack of understanding and empathy for others, potentially contributing to discrimination and abuse.

Source Google AI Overview

Different Levels of Victimization

Not All Examples of Victimization are clear, some are are more subtle or hidden:

Victimization can be seen as someone leading into situations you do not understand, you do not want to be a part of. It can also be seen as leading you on through periods of your life in such as that you are a "zombie"(as many ADHD people refer to it) being led from situation(large or small) through your entire life without "understanding" why you feel "different" or "broken". Even worse, others may simply tell you what they think is wrong with you, what you "are" and/or simply that you are "sick" or "not well", and you come to believe it or accept it blindly especially if indoctrinated into this mindset as a young child.

You can even seek out help from professionals like doctors only to be misdiasnosed repeated or even outright abused. It is the belief of many that ignorance is not an excuse for victimizing someone, meaning because someone doesn't know you have ADHD or understand ADHD at all, doesn't mean it is not vitimization in the same way that someone who doesn't know they are breaking the law is still responsible for their actions and breaking the law.

ADHD and the EMERGENCY to be Medication as early as possible:

The almost the entirety of properly "Medicated" ADHD individuals will agree, a person with ADHD needs to get diagnosed AND medicated as early in life as possible.

Until then you are essentially in a permanent state of emergency depending on the environment and RANDOM variables... or as mentioned above a "zombie" essentially being led by one person to the next. This leaves an ADHD individual at a constant risk of victimization and leaves the chance of getting properly diagnosed and medicated up to pure chance encounters with someone who may see and recognize the symptoms.

Unfortunately it has to be mentioned that this includes parents/guardians/caregivers who may be having life difficultiues as they often have these days have, be uninformed about ADHD, or simply have toio many things on their plate to notice.

The Reality: Getting medicated is actually so important I personally say it is an Emergency. No one understands this, not even psychiatrists or doctors, and an ADHD person is sadly the last person to understand they need to be medicated in with a sense of urgency and sometimes gives it a low priority or importance because they "seem normal" enough in their unmedicated minds. An individual with ADHD typically feels they struggle, or simply go through their early life not understanding what many often believe are uncertain "mental health" issues or simply struggle for unknown reasons and are always completely blind that every single thing they do is driven by anm ADHD nervous system and brain that is unmedicated and cannot function normally in a Neurotypical world.

So as you see there is a great amount of pure random chance involved in getting someone with ADHD who's brain is effective not fully functional the treatment they don't know they need.

Now understand, a person with ADHD will have a near impossible time figuring this out early on. Despite being as problem solver brain. Luckily however, with their problem solver brain, given enough time, typically many years... it is almost 100% certain they will indeed figure it out on their own and self diagnose and seek out a doctor like a pediatric/family doctor or psychiatrist and try to explain it to what is hopefully a semi compitent doctor.

Being diagnosed later in life sucks... a lot

Being diagnosed later in life is extremely detrimental to a person with ADHD and medicated ADHD individuals all always agree... we wish we hadn't lost that time, all look back in hindsight and wish we were diagnosed earlier than we were save for the luckier among us who actually were.

It's Worth Noting that Women are more likely than men to get diagnosed later in life for ADHD.

In Summary:

Almost no person with ADHD can help themselves get diagnosed early and treated without the help of others early in life when it is the most critical. Early in life being defined here as between ages 9 and 15 generally with some variance upward of that.

Many individuals spend far more years or decades after their teen years struggling and wondering what is wrong and never quite adding up the admittedly confusing and large amounts of ADHD symptoms. And it isn't just about symptoms. A person with ADHD is not broken, they simply need control of their ADHD or brain that is all. They are still an ADHD individual, their entire nervous system and brain work as an ADHD person. It won't be until they figure it out and seek treatment or someone suggests it to them and they take it seriously that it will then eventually lead to a profoundly life changing event and experience.

The Hard Truth of those who Victimize People with ADHD

Many people, not just those with ADHD, have a dubious, unfavorable, or even grim view of psychiatry because of being repeatedly misdiagnosed, having no results for years, to simply having been abused in various ways. That said, psychiatrists aren't the only ones responsible for victimization.

Examples of individuals who often Victimize people with ADHD through their entire lives. I want to make it VERY clear, ignorance is NOT AN EXCUSE. However, take notice some listed here victimize unknowingly due to lack of understanding and awareness of ADHD or the general human tendancy to not understand/reject what is different. Some Examples where ADHD miscommunication can turn to Victimization:

• Psychiatrists
• Police and Law Enforcement
• Teachers and Educators
• Parents and Guardians
• Partners and Spouses
• ANY Caregiver responsible for the ADHD individual
• Any Doctor, Any Nurse, Any in Healthcare including Insurance providers
• Therapists/Physcologists/Councelors
• ...To be perfectly clear, Absolutely Anyone in a position to influence you in any way which does include strangers all the way up to people in positions of authority and people who make life changing decisions of any kind for you(whether you agree or not at the time does not matter, if you were medicated or not may not matter either).

Specific Examples of Victimization due to ADHD Communication Difficulties

As mentioned above in Victimization...

"Accepting a detailed step by step communications but not understanding the entirety of the communication or what is being communicated when put as a whole."

This can and does lead to many forms of ADHD victimization, descrimination, abuse and have many negative consequinces towards individuals who never even understood what was happening as it happened.

Is this not the literal what happens during certain victimization? whether a person knows you are ADHD/ASD/Neurodivergent does not exempt them from being responsible for their actions. (see Legally Ignorance is NOT an excuse for Victimization)

Continuing with the Examples of ADHD Communication Difficulties leading us to various forms of Victimization

ADHD Brains simply don't work that way typically. There is too little information and it is purposely broken down into too many pieces for Neurotypical linear assimilation. ADHD Brains sometimes need a lot of precise detailed information, while some situations require simplicity and direct to the point (example, "I want to write a paper so I will need something to write with and paper of some kind if you don't mind." may be confusing to some, when an ADHD Brain simply needs direct instructions such as "I need a blue ink pen, 20 sheets of copy papers please."

Overview

“ND Communication Patterns” refers to the unique communication styles often exhibited by neurodivergent individuals, which can include characteristics like directness, literal interpretation of language, focused discussions on specific interests, and a tendency to over-explain, potentially differing from the communication patterns typically considered "normal" in society; essentially, it means how people who are neurodivergent tend to communicate differently than neurotypical people.

Key points about ND communication patterns:

Literal interpretation:

Neurodivergent people may take language very literally, struggling with sarcasm, metaphors, and subtle social cues.

Directness:

They often communicate directly and clearly, sometimes perceived as blunt by others.

Special interests:

Conversations may frequently revolve around specific topics of intense personal interest, sometimes leading to "info dumping".

Difficulty with small talk:

Neurodivergent individuals might find small talk uncomfortable and prefer to discuss meaningful topics.

Sensory sensitivity:

Sensory overload can affect communication, causing distractions or discomfort with certain environments.

Over-explaining:

To ensure understanding, they might provide excessive details or explanations.

Important considerations:

Individual variation:

Not all neurodivergent people communicate the same way, and their communication styles can vary based on their specific neurodivergence and personal experiences.

Neurotypical communication:

Understanding neurotypical communication pattems is important for better interaction with neurodivergent individuals.

Respectful communication:

When interacting with someone who is neurodivergent, it's crucial to be patient, ask clarifying questions, and avoid assumptions about their intentions.

Overview

“ND Communication Patterns” refers to the unique communication styles often exhibited by neurodivergent individuals, which can include characteristics like directness, literal interpretation of language, focused discussions on specific interests, and a tendency to over-explain, potentially differing from the communication patterns typically considered "normal" in society; essentially, it means how people who are neurodivergent tend to communicate differently than neurotypical people.

ABC can, leading to:

Symptoms

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(more details AI Overview Image).

Overview

Difficulty identifying and naming feelings