THEORY

The following section will discuss the theories of Russell A. Barkley, a leading psychologist in the field of ADHD.

ADHD IN THEORY

Russell A. Barkley is perhaps the most prominent theorist on the subject. He is a leading clinical psychologist and Professor who has dedicated his life to ADHD research. According to Barkley “the fundamental deficit in individuals with ADHD is one of self-control, and problems with attention are a secondary characteristic of the disorder” (Rabiner, 2008, para.2). This is an interesting approach; one that needs to be explored further. Kathleen Berger, in her book The developing person through childhood and adolescence, discusses learning disabilities at length. In her discussion she notes Paul Tough’s theory of intelligence: rather than basing intelligence solely on test scores, IQ rankings and socioeconomic status, we should be looking for a student’s aptitude for grit, resilience and emotional regulation (Berger, 2001, Loc. 14176). The formal definition of “grit” meaning “courage and resolve; strength of character.” These theoretical notions of self-control, resolve and regulation are key to understanding the intellect and the disabilities that may befall some children, for instance in the case of ADHD.

Though it is not clear, Barkley appears to fall somewhere in-between the behaviorist and psychoanalytical schools of thought. Psychoanalysts believe that the innate subconscious mind has a bearing on all actions. Barkley believes that ADHD is “a failure to develop a capacity for ‘self-control’ … He suggests that this results primarily for biological reasons, and not because of parenting” (Rabiner, 2008, para.10). In this sense Barkley is a psychoanalyst. He believes that ADHD is a genetic disorder that cannot be cured. However, he also believes that behavior conditioning can help to improve the plight of people with ADHD. For instance, consequences for certain actions can help a child create a sense of self-control. In discussing Barkley’s theory, Rabiner gives the example of an infant who has the urge to smash and break a toy. The infant does not yet know what consequences are. An older child might have the same urge to smash the toy but refrains due to consequences that might ensue – they will not be able to play with the toy later, they might upset their parents, or they might be embarrassed about the behavior (Rabiner, 2008, para.5). In this sense, Barkley is a behaviorist. Behaviorists believe that learning occurs through objectively observable behaviors based on environmental conditions. Barkley believes that even a student with ADHD can learn degrees of self-regulation, which can help to control their condition overall. For Barkley, even though there is no cure for ADHD, behaviorism can assist the individual with managing the condition over time.

References

Berger, K.S. (2003). The developing person through childhood and adolescence10th ed. New York, NY: Worth Publishers, Kindle Edition.

Rabiner, D. (2008, February 23). Self-Regulation and Barkley’s Theory of ADHD. Retrieved from https://sharpbrains.com/blog/2008/02/23/self-regulation-and-barkleys-theory-of-adhd/

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