There are multiple issues that can lead to children’s unusual behavior. Parents sometimes fail to realize all the genetic and environmental factors that may stand behind their child’s attention-deficit/hyperactivity disorder. Nevertheless, the overall picture that takes into account multiple factors may point to a more severe health issue or mental disorder. Therefore, it is essential to perform a dedicated analysis of Wyatt’s case in order to roll out the appropriate diagnosis and start the treatment in a due manner.
Although Wyatt demonstrated solely ADHD symptoms in his early childhood, it is clear that his mental disorder has been changing rapidly. Moreover, the period of disturbance has already exceeded two years. Although Wyatt’s low motivation to study, lack of ability to adapt and to control emotions continue to undermine his relationships with parents, peers, and teachers, those factors may be primarily the result of his previous behavior patterns. For instance, according to Ewe (2019), the students’ feelings of teacher rejection, in turn, seems to trigger higher levels of externalizing behavior. Therefore, parents should find the means to stop the vicious cycle. Given all the mental health issues his ancestors demonstrated and Wyatt’s current symptoms, the diagnosis that should be rolled out is bipolar disorder.
Attention-deficit/hyperactivity disorder frequently occurs in children in all parts of the world. Thus, it is essential to find reasonable methods of treating and motivating children suffering from the disorder, as it is always possible to channel all their energy into constructive activity. Although Wyatt still does not demonstrate depressive thoughts, feeling lonely and rejected has already started a dangerous process. It will, at some point, result in extreme mood swings and, consequently, even less capacity to control emotions that may result in destructive behavior, which is typical of full-scale bipolar disorder.
Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136–155. Web.