Child Attention Training Manual

Author: (German) Rutter
Publisher:
Publish Date: 2006-06-01
Features: Attention Deficit in Early Adulthood
At the age of 28, Baker was described as easily distracted, restless, and inattentive in fourth grade of elementary school. He attended middle school for two years but did not graduate. Afterward, he became an apprentice in grinding gemstones, but he abandoned the job six months later and began taking drugs. He also married a young woman he had just met for four months. Baker frequently changed jobs, engaged in illegal activities (such as speeding, drug use, physical injuries, avoiding military service, and imprisonment), repeatedly left his family, and moved around. His social life was greatly affected by his tendency to argue with others. He was not only irritable and prone to aggression but also frequently changed his life goals. He would suddenly have new ideas or change his decisions (such as new vocational training or moving abroad) without much notice. It was difficult for him to establish and maintain long-term relationships with family, relatives, or friends. Baker's interactions with others largely reflected the pattern of attention deficit, characterized by imprudence, fantasy, and risk-taking. Additionally, he constantly had conflicts with close people (such as family members or neighbors).
Adverse Development
When studying the psychological states of children with attention deficit as they grow up, it becomes clear that attention deficit is associated with negative development. Children, adolescents, and young adults with attention deficit continue to exhibit significant behavioral problems, especially long-term interpersonal conflicts, persistent anxiety, sudden changes in life choices, confrontational interactions, unstable career planning, and a lack of consistent goals. Furthermore, these individuals rarely have satisfying social relationships.
Long-term tracking studies on attention deficit have mostly indicated associations with antisocial behavior, educational difficulties, substance abuse, and drug misuse. Lambert's 1988 study on the evolution of attention deficit in elementary school students also confirmed this. She compared the psychological states of three groups of 17–18-year-old adolescents:
- 166 adolescents diagnosed with attention deficit in childhood and treated with medication.
- 74 adolescents who exhibited attention deficit symptoms but had no diagnosis or treatment.
- 127 adolescents with no special problems in childhood and attending the same school (control group).
The psychological states were inferred from parents, teachers, and the adolescents themselves. Those diagnosed with attention deficit in childhood and treated with medication differed significantly from the control group (children with unremarkable behavior at the time) in the following aspects:
- School performance and development (e.g., higher likelihood of attending special schools, dropping out, not pursuing higher education).
- Educational circumstances (e.g., running away from home, not living with parents, needing educational support, being sent to medical institutions, being charged with criminal behavior).
- Psychological state (e.g., aggression, receiving day treatment or inpatient psychological therapy, educational difficulties).
Similar results were also observed in the second group (adolescents with attention deficit but without diagnosis or treatment), who frequently engaged in substance abuse during their teenage years.
Therefore, attention deficit has been confirmed to have a severe negative impact on personal development, and medication can only provide minimal improvement. This developmental process has also been verified by other long-term studies.