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Proposal for an Integrative Cognitive-Emotional Conception of ADHD
by Rocío Lavigne-Cerván 1ORCID,Marta Sánchez-Muñoz de León 1,Rocío Juárez-Ruiz de Mier 1,*ORCID,Marta Romero-González 1ORCID,Sara Gamboa-Ternero 2,Gemma Rodríguez-Infante 1 andJuan F. Romero-Pérez 1
1
Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain
2
Department of Developmental and Educational Psychology, University of Alicante, 03690 Alicante, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2022, 19(22), 15421; https://doi.org/10.3390/ijerph192215421
Received: 23 September 2022 / Revised: 16 November 2022 / Accepted: 19 November 2022 / Published: 21 November 2022
(This article belongs to the Special Issue Emotion Regulation in Children and Adolescents)
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Abstract
Although numerous efforts have been made to deepen our understanding of the etiology of Attention Deficit Hyperactivity Disorder (ADHD), no explanation of its origins, nor of its consequences, has yet found a consensus within the scientific community. This study performs a theoretical review of various research studies and provides a reflection on the role of emotions in the origin of the disorder, at the neuroanatomical and functional level. To this end, theoretical models (single and multiple origin) and applied studies are reviewed in order to broaden the perspective on the relevance of the executive system in ADHD; it is suggested that this construct is not only composed and activated by cognitive processes and functions, but also includes elements of an emotional and motivational nature. Consequently, it is shown that ADHD is involved in social development and in a person’s ability to adapt to the environment.
