Dr. Phillips received his bachelor's degree in Psychology from Stanford University. After graduating from medical school at the University of Southern California, he completed his residency training and served as Chief Pediatric Resident at UCLA- Harbor General Hospital in Los Angeles.
Dr. Mersch received his Bachelor of Arts degree from the University of California, San Diego, and prior to entering the University Of Southern California School Of Medicine, was a graduate student (attaining PhD candidate status) in Experimental Pathology at USC. He attended internship and residency at Children's Hospital Los Angeles.
Dr. Shiel received a Bachelor of Science degree with honors from the University of Notre Dame. There he was involved in research in radiation biology and received the Huisking Scholarship. After graduating from St. Louis University School of Medicine, he completed his Internal Medicine residency and Rheumatology fellowship at the University of California, Irvine. He is board-certified in Internal Medicine and Rheumatology.
What is the history of ADHD? How is it related to ADD?
ADHD has assumed many aliases over time from hyperkinesis (the Latin
derivative for superactive) to hyperactivity in the early 1970s. In the 1980s,
DSM-III dubbed the syndrome attention deficit disorder (or ADD), which could be diagnosed with or without hyperactivity. This definition was created to underline the importance of the inattentiveness or attention deficit that is often but not always accompanied by hyperactivity. The revised edition of
DSM-III, the DSM-III-R, published in 1987, returned the emphasis back to the inclusion of hyperactivity within the diagnosis, with the official name of ADHD. With the publication of
DSM-IV, the name ADHD still stands, but there are varying types within this classification
to include symptoms of both inattention and hyperactivity-impulsivity,
signifying that there are some individuals in whom one or another pattern is
predominant (for at least the past six months). In the International
Classification of Diseases (used predominantly in other Western countries), the
term hyperkinetic disorder is used, but the criteria are the same as for ADHD/combined type.
What are the future research directions for ADHD?
1. The current criteria for the diagnosis of ADHD are taken from the Diagnostic and Statistical Manual of Mental Health Disorders,
4th ed. (DSM-IV) published in 1994. Much has been revealed about ADHD since then. The next edition (DSM-V expected May 2012) will need to reflect our broader understanding of ADHD. In addition, there is currently just one set of diagnostic criteria used for the diagnosis of ADHD for all age groups. Clearly, we must establish different diagnostic criteria for childhood, adolescent, and adult ADHD.
2. We need more data regarding the long-term effects of the methods of treatment (medication, behavioral therapy, etc.) that have now been used for several decades, as well as the long-term outcome of children with ADHD
who have not been treated.
3. The development of psychotropic medications in non-ADHD areas has expanded dramatically in the past few years. We must continue to look for even safer and more effective medications for ADHD alone and (perhaps even more importantly) for the patients with combined ADHD/comorbid conditions.
4. The societal impact of ADHD needs to be investigated. Studies in this regard include: strategies for implementing effective medication management or combination therapies in different schools and pediatric health-care systems; the nature and severity of the impact on adults with ADHD beyond the age of 20, as well as their families; and determination of the use of mental-health services related to diagnosis and care of people with ADHD.
5. Additional studies are needed to improve communication across educational and health-care settings to ensure more systematized treatment strategies.
6. Studies should be done in the areas of prevention/early intervention strategies that target known risk factors that may lead to later ADHD.
7. Further evaluation is necessary for the rapidly evolving technology of brain-imaging techniques as a possible tool in the diagnosis and subsequent management of ADHD.
Attention Deficit Hyperactivity Disorder
(ADHD) At A Glance
ADHD refers to a chronic disorder that initially manifests in childhood and is characterized by hyperactivity, impulsivity, and/or inattention.
The cause of ADHD has not been fully defined and may involve brain-chemical and genetic factors.
The diagnosis of ADHD involves many disciplines to include comprehensive medical, developmental, educational, and psychosocial evaluations.
ADHD can cluster in families.
Children with ADHD may require adjustments in the structure of their educational experience including tutorial assistance and the use of a resource room.
Medications are available to treat ADHD and can improve overall function.
For more information regarding attention deficit disorder,
contact the
local school-district office or one of the following:
Bureau of Education for the Handicapped
U.S. Office of Education
Washington, DC 20202
The Association for Children With Learning Disabilities, Inc.
3739 S. Delaware Place
Tulsa, OK 74105
Council for Exceptional Children
PO Box 9382 Mid-City Station
Washington, DC 20005
Anxiety is a feeling of apprehension and fear characterized by physical symptoms. Anxiety disorders are serious medical illnesses that affect approximately 19 million American adults.
Stress occurs when forces from the outside world impinge on the individual. Stress is a normal part of life. However, over-stress, can be harmful. There is now speculation, as well as some evidence, that points to the abnormal stress responses as being involved in causing various diseases or conditions.
Depression is an illness that involves the body, mood, and thoughts and affects the way a person eats and sleeps, the way one feels about oneself, and the way one thinks about things. The principal types of depression are major depression, dysthymia, and bipolar disease (also called manic-depressive disease).
Suicide is the process of intentionally ending one's own life. Approximately 1 million people worldwide commit suicide each year, and 10 million to 20 million attempt suicide annually.
Bipolar disorder (or manic depression) is a mental illness characterized by depression, mania, and severe mood swings. Treatment may incorporate mood stabilizer medications, antidepressants, and psychotherapy.
Antisocial personality disorder (ASPD) has many symptoms, signs, and causes. Therapy is one treatment option for antisocial personality disorder. It is closely related to other personality disorders (PD), such as borderline personality disorder and narcissistic personality disorder.
Smoking is an addiction. More than 430,000 deaths occur each year in the U.S. from smoking related illnesses. Secondhand smoke or "passive smoke" also harm family members, coworkers, and others around smokers. There are a number of techniques available to assist people who want to quit smoking.
ADHD afflicts approximately 3 percent to 5 percent of school-age children and an estimated 60 percent of those maintain the disorder into adulthood. Symptoms of adult ADHD include chronic lateness, anxiety, low self esteem, employment problems, difficulty controlling anger, impulsiveness, poor organization skills, procrastination, chronic boredom among others.
Alcohol is the most frequently used drug by American teenagers. Teens that drink are more likely to drive under the influence, have unprotected sex, and use other drugs, like marijuana, cocaine, and heroin. Symptoms of alcohol abuse in teens include lying, breaking curfew, becoming verbally or physically abusive toward others, making excuses, smelling like alcohol, having mood swings, and stealing.
Learning disabilities can cause an individual to have trouble learning and using skills such as reading, listening, writing, reading, speaking, reasoning, and performing mathematics. There is no cure for learning disabilities. Parents and teachers working together to properly diagnose learning disabilities can properly plan a course of education. For some, medication may be appropriate as complimentary treatment.
Drugs commonly abused by teens include tobacco products, marijuana, cold medications, inhalants, depressants, stimulants, narcotics, hallucinogens, PCP, ketamine, Ecstasy, and anabolic steroids. Some of the symptoms and warning signs of teen drug abuse include reddened whites of eyes, paranoia, sleepiness, excessive happiness, seizures, memory loss, increased appetite, discolored fingertips, lips or teeth, and irritability. Treatment of drug addiction may involve a combination of medication, individual, and familial interventions.
Childhood depression can interfere with social activities, interests, schoolwork and family life. Symptoms and signs include anger, social withdrawal, vocal outbursts, fatigue, physical complaints, and thoughts of suicide. Treatment may involve psychotherapy and medication.
Mental illness is any disease or condition affecting the brain that influence the way a person thinks, feels, behaves, and/or relates to others. Mental illness is caused by heredity, biology, psychological trauma and environmental stressors.
Compulsive gambling is a disorder that affects millions in the U.S. Symptoms and signs include a preoccupation with gambling, lying to family or loved ones to hide gambling, committing crimes to finance gambling, and risking importance relationships and employment due to gambling. Treatment may incorporate participation in Gamblers' Anonymous, psychotherapy, and medications like carbamazepine, topiramate, lithium, naltrexone, antidepressants, clomipramine, and fluvoxamine.
About 5 million children and adolescents in the U.S. suffer from a serious mental illness such as eating disorders, anxiety disorders, disruptive behavior disorders, pervasive development disorders, elimination disorders, learning disorders, schizophrenia, tic disorders, and mood disorders. Symptoms of mental illness include frequent outbursts of anger, hyperactivity, fear of gaining weight, excessive worrying, frequent temper tantrums, and hearing voices that aren't there. Treatment may involve medication, psychotherapy, and creative therapies.
Asperger syndrome (AS, Asperger's syndrome) is an autism spectrum disorder. Asperger syndrome is characterized by a degree of impairment in language and communication skills, and repetitive or restrictive thoughts or behaviors. The most common symptom of Asperger syndrome is the obsessive interest in a single object or topic. Other conditions that may co-exist with Asperger syndrome include: ADHD, tic disorders, depression, anxiety disorders, and OCD. Diagnosis of Asperger syndrome is complicated, and treatment is generally directed toward minimizing the symptoms of the syndrome and behavioral and educational interventions.
Bipolar disorder, or manic-depressive illness, is a disorder that causes unusual and extreme mood changes. Symptoms of bipolar disorder in children and teens include having trouble concentrating, behaving in risky ways and losing interest in activities they once enjoyed. Treatment for bipolar disorder in children and teenagers incorporates psychotherapy and medications.
Children's health is focused on the well-being of children from conception through adolescence. There are many aspects of children's health, including growth and development, illnesses, injuries, behavior, mental illness, family health and community health.
Attention deficit hyperactivity disorder (ADHD) can be challenging for a parent or caregiver with a child with this disorder. There are steps, routines, and help for parents and caregivers of children with ADHD to help guide the family toward a productive and healthy life.
Teenagers recognize that they are developmentally between child and adult. Teen health prevention includes maintaining a healthy diet, exercising regularly, preventing injuries and screening annually for potential health conditions that could adversely affect teenage health.
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