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• The Relationship between ADHD and Juvenile Delinquency, with a Special Focus on the Psychological Correlates. Systematic Literature Analysis

  67-84

  Márta Miklósi

  Karolina Eszter Kovács

  Views:

  143

  Attention-deficit/hyperactivity disorder (ADHD) is characterised as a neurodevelopmental disorder marked by impulsivity, hyperactivity, and inattention, frequently seen in young offenders (Silva et al., 2014). The development of delinquent behaviours is significantly influenced by ADHD traits, which arise from adverse childhood experiences, comorbid conditions, and socio-environmental factors (Rutten et al., 2022; Wojciechowski, 2021). This paper explores the relationship between ADHD and juvenile delinquency, emphasizing behavioural, psychological, and social aspects. Methods: A systematic literature review was performed in accordance with PRISMA guidelines, utilizing EBSCO Discovery Service, Science Direct, PubMed, and the snowball method. We analysed studies (n=21) including juvenile offenders diagnosed with ADHD and comparisons with non-offenders or controls without ADHD who met the specified inclusion criteria. The methodological quality of the studies was assessed using the Joanna Briggs Institute's assessment tools. Results: In the reviewed studies, symptoms of ADHD—especially impulsivity and emotional dysregulation—along with conduct disorder, substance abuse, and depression were shown to worsen these behaviours. Additionally, sociodemographic elements like low educational achievement and an adverse family environment played a role in contributing to offending. The findings indicate that ADHD serves as a significant risk factor for juvenile delinquency, interacting in complex ways with behavioural and social influences. The studies highlight the importance of early diagnosis, tailored treatment, and comprehensive rehabilitation programs within the juvenile justice system to mitigate long-term risks and encourage social inclusion.

• Study Experiences of People Diagnosed with Attention Deficit Hyperactivity Disorder in Adulthood

  129-140

  Lii Lilleoja

  Kristiina Ostapiv

  Views:

  95

  In recent years, the number of adults diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) has risen significantly worldwide, including in Estonia. In 2024, a study was conducted focusing on the learning experiences of adults who were diagnosed with ADHD in adulthood. The study involved a total of 10 adults aged between 23 and 49 who had previous experience in higher education. The aim of the study was to explore the learning experiences and perceptions of individuals diagnosed with ADHD in adulthood, particularly in relation to coping with academic activities. A qualitative research method was used, and data were collected through narrative interviews. Participants reported difficulties related to executive functioning, learning challenges, and mental health. Although they occasionally received support from both educational institutions and external sources, they mostly had to rely on self-developed strategies and personal resilience. The results highlighted that emotional and social support, involvement of support networks, and adaptations in the learning environment are crucial in supporting learners with ADHD. The findings provide insights into how to better support students with similar needs within the education system.

• IMPLEMENTATION OF EDUCATIONAL SUPPORT FOR A PUPIL WITH DEVELOPMENTAL DISORDER IN INDIVIDUAL EDUCATION PLAN

  103-112

  Jarmila Žolnová

  Views:

  407

  The paper aims to propose a process of development of individual educational support based on the analysis of selected items taken from the individual education plans designed for students individually integrated within mainstream primary schools. We analyzed personal files of 18 students diagnosed with developmental learning disorders and ADHD (Attention Deficit Hyperactivity Disorder). The results indicate the general formulation of interventions in educational settings.

   

• Reality or Illusion? A Scientific Focused Examination of Pathological Expectation Avoidance, or PDA, Based on Domestic Literature

  187-194

  Gergő Vida

  Ádám Dabrowsky

  Views:

  41

  Pathological Demand Avoidance (PDA) is a behavioural pattern that, based on available descriptions, can manifest itself in extreme, anxiety-ridden resistance to expectations and oppositional behaviour. In terms of its described "symptoms," it may overlap with many areas of autism spectrum disorder, which is why it became the focus of our study, as PDA is not part of the official diagnostic systems (DSM-5, ICD-11) and is therefore often confused with other disorders, primarily autism, oppositional defiant disorder, or ADHD, and its indiscriminate use can be particularly misleading. This kind of confusion or potential misinterpretation not only causes diagnostic problems but can also hinder the development of appropriate educational and therapeutic interventions for those affected. Based on the principles of inclusive education, every student has the right to support tailored to their individual needs. However, PDA currently falls outside the categories of special education and psychological care, so children are believed to be affected, and their families are often marginalised or may not receive adequate diagnosis-based intervention until later. This study argues that a scientific approach to PDA, its recognition and interpretation, is not only an ethical issue but can also be understood from the perspective of fairness, pedagogical flexibility, and social inclusion. Based on our findings, it can be argued that the "diagnosis" of PDA should be the subject of scientific research. The aim of this study is to analyse the findings of available sources to determine what we can understand by PDA and how it can be considered as a separate behavioural profile type.