Course for international guest/part time students

Faculty

Faculty of Education and Psychology

Organization

PPK Institute of Psychology

Code

PSYM21-MO-DIAG-111

Title

Attention Deficit Hyperactivity Disorder: Etiology, diagnosis, treatment

Usual semester

Spring

Published semester

2025/26/2, 2026/27/1

ECTS

4

Language

en

Learning outcomes

The course introduces students to the developmental psychopathology framework of ADHD, with a focus on understanding diagnostic models, research findings, and intervention strategies. Students will learn to navigate the scientific literature, critically evaluate the evidence base of different approaches, and understand how this knowledge can inform research, clinical and psychoeducational work, without being authorized to carry out interventions themselves. Learning outcome, competences knowledge: Students acquire basic knowledge of developmental psychopathology with a special focus on ADHD. Students understand the main clinical, research, and psychoeducational perspectives on ADHD, including current debates and evidence-based interventions. attitude: Students develop a reflective and critical stance toward different conceptualizations of ADHD. Students appreciate the importance of evidence-based practice and the ethical aspects of working with individuals with ADHD. skills: Students are able to search, interpret, and critically appraise scientific literature on ADHD. Students can compare intervention methods and assess their empirical support. Students can communicate ADHD-related knowledge to professional and lay audiences in a clear and responsible way. responsibility/ autonomy: Students can independently continue to expand their knowledge on ADHD and related fields. Students demonstrate responsibility in applying evidence-based perspectives in academic and psychoeducational discussions, while recognizing the limits of their competence and the fact that they are not entitled to perform interventions.

Course content

Topic of the course Myths and misconceptions about ADHD and how to counter them with scientific evidence. Historical development of the ADHD construct (from MBD to ADHD, changing presentations). Etiology: multiple genetic and environmental risk factors, subtle neurobiological differences, developmental trajectories. Diagnostic frameworks: DSM and ICD criteria, dimensional perspectives, lifespan considerations. Theories of ADHD with emphasis on contextual influences (family, school, workplace). Consequences of untreated ADHD: academic underachievement, health risks, injuries, comorbidities, economic burden Evidence-based interventions: pharmacological treatments, psychosocial and psychoeducational approaches, long-term outcomes Critical appraisal of scientific literature and evidence levels, based on international consensus statements Current debates and future directions in ADHD research Learning activities, learning methods Interactive lectures and discussions. Debunking common myths through class debate and evidence-based reasoning. Group project work: preparing and presenting an ADHD-related topic followed by Q&A. Reflective synthesis integrating historical, theoretical, etiological, diagnostic, and treatment perspectives.

Assessment method

Learning requirements, mode of evaluation and criteria of evaluation: Active participation in class discussions and activities throughout the semester. Completion of a group project: in the second half of the semester, students form groups of 5, prepare a 20-minute presentation on an ADHD-related topic, followed by a 5-minute Q&A session. Mode of evaluation: Continuous assessment based on class participation. Group project presentation (20 minutes + 5 minutes Q&A). Criteria of evaluation: Active engagement in class and contribution to discussions. Quality, clarity, and coherence of the group presentation. Critical use of literature and evidence-based reasoning in the project. Ability to respond adequately to questions in the Q&A session.

Bibliography

Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., Newcorn, J. H., Gignac, M., Al Saud, N. M., Manor, I., Rohde, L. A., Yang, L., Cortese, S., Almagor, D., Stein, M. A., Albatti, T. H., Aljoudi, H. F., Alqahtani, M. M. J., Asherson, P., Atwoli, L., … Wang, Y. (2021). The World Federation of ADHD International Consensus Statement: 208 Evidence-based conclusions about the disorder. Neuroscience and biobehavioral reviews, 128, 789–818. https://doi.org/10.1016/j.neubiorev.2021.01.022 Rohde, L. A., Buitelaar, J. K., Gerlach, M., & Faraone, S. V. (2019). The World Federation of ADHD Guide. Porto Alegre: Artmed.

Recommended bibliography

Barkley, R. A. (Ed.). (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford. Barkley, R. A. (2022). Treating ADHD in children and adolescents: What every clinician needs to know. New York: Guilford. Campbell, S. B., Halperin, J. M., & Sonuga-Barke, E. J. S. (2014). A developmental perspective on attention-deficit/hyperactivity disorder (ADHD). In M. Lewis & K. D. Rudolph (Eds.), Handbook of developmental psychopathology (3rd ed., pp. 427–448). New York: Springer. https://doi.org/10.1007/978-1-4614-9608-3_22 Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2021). Clinical assessment of child and adolescent personality and behavior (4th ed.). New York: Springer. Nigg, J. T. (2018). Getting ahead of ADHD: What next-generation science says about treatments that work – and how you can make them work for your child. New York: Guilford. Swanson, J. M., Sergeant, J. A., Taylor, E. A., Sonuga-Barke, E. J. S., Jensen, P. S., & Castellanos, F. X. (2016). Attention Deficit Hyperactivity Disorder. In: Pfaff, D. & Volkow, N. (Eds.) Neuroscience in the 21st Century. New York: Springer. https://doi.org/10.1007/978-1-4614-6434-1_169-1

Programmes of the course