• Understanding ADHD: History and Evolution

• Presentations Across the Lifespan and Gender Differences

• ADHD Classification Systems – ICD-11 & DSM-5

• Untreated ADHD – Consequences

• Equality Act 2010 & Disability Act 1995

• Commissioning, Demand and Capacity

• Who Can Diagnose & Treat

• What is Known & Unknown

• Associated Risk: brain damage

• Genetic Heritability

• Environment, Bio Psychosocial

• Digital Influence

• Neuronal Circuits & Neurotransmitters

• Neuroimaging: Typical vs Neurodiverse

• Myths about ADHD

a) Neurodevelopmental Conditions

• Autism and AuDHD – Mixed Profiles

• Specific Learning Difficulties (Dyslexia, Dyspraxia, Dyscalculia)

• Audiovisual Processing Sensory Disorder

• Intellectual Disability (mild, moderate, severe)

• Speech and Language Disorders

​b) Behavioural and Environmental Factors​​

• Oppositional Defiant Disorder (ODD) & Conduct Disorder (CD)

• Attachment Disorder & Complex Childhood Trauma

• Emotionally Unstable Personality Disorder (EUPD)

• Psychosocial Instability & Familial Discord

• Parenting Style, Acute Stress, and adjustment disorders

• Digital Technology and Overuse

​c) Medical Conditions​

• Medical / Organic Causes

• Hormonal: e.g., Thyroid Disorders

• Infections: e.g., Mycoplasma

• Neurological: e.g., Epilepsy, PANDAS

​d) Mental Health Conditions

• Anxiety Disorders: Generalised Anxiety, Panic Attacks, Social Anxiety

• Mood Fluctuations, Emotional Regulation, Self-Esteem Issues

• Bipolar Disorder, Depressive Disorders, Body Image Disorders

• Risk-Taking Behaviours

• Psychosis: Delusions and Hallucinations

• Post-Traumatic Stress Disorder (PTSD)

• Eating Disorders: Bulimia, Anorexia, ARFID, and Others

​e) Other Important Considerations

• Hyperfocus and Anger in ADHD vs ASD Differences

• Attention & Concentration Norms with Age

• Primary vs Secondary ADHD

• Treatment Response Predictions

• Insight, Self-Help, and Support Systems

• Outcome Predicting Factors

a. Pre-Assessment

· Information Gathering – Referrals, School Reports, Medical Records

b. Gold-Standard Validated Diagnostic and Screening Tools

• How to administer, score, interpret, and integrate these tools into diagnostic decisions.

• Conners 4 Questionnaires – Parent/Teacher/Self-report

• SNAP-18 – Screening tool aligned to DSM-5 criteria

• Young DIVA-5 – Child & Adolescent Structured Diagnostic Interview

• DIVA-5 – Adult Diagnostic Interview for ADHD

• QbCheck Test

• School reports – how to interpret

• Other assessment reports

​c. Planning Assessment

• Face-to-Face or Virtual Assessments

• Structuring Sessions – with Parent(s) Together or Separately

• Safety consideration

​d. Conducting Actual ADHD Assessment

• Consent, Confidentiality, Outlining, Opening, and Rapport Building

• Engaging with Curiosity and Active Listening

• Question Styles: Simple, Complex, Open, Closed,

• Dynamics, Bonding, Hierarchies, and Behavioural Patterns

• Recognising and Managing Unconscious Bias

• Eliciting ADHD-Specific Symptoms accurately- the trick

• Ensuring Validity and Accuracy of Reported Symptoms

• Adopting Appropriate Language & Setting Boundaries

• Managing Consultations: Control, Flow, and Challenges

• De-escalation and Early Termination Techniques

• Family History Mapping – Genogram / Family Tree

• Proactive Cardiac Pre-Medication Screening

• Developmental History – Timing and Relevance

• Mental State Examination – Appearance, Behaviour, Mood, Speech, Thoughts

• Risk Assessments – Self-Harm, Harm to Others, and Safeguarding

• Observations – In-Clinic, Simulated, or School Settings

• Gathering Collateral Information – Parents, Carers, Teachers, Tutors

• One-to-One Sessions with, People, Young Person and Parent(s), Collateral info

• Note-Taking: Jotting, Typing, or Using a Scribe

​e. Diagnosis and Formulations

• Scoring and Interpreting DIVA, YOUNG DIVA, Conners & DAWBA Other Clinical Data

• Synthesising Information – Making Sense of It All

• Formulations – Diagnosing or Refuting ADHD

• ICE Model: Identifying Expectations (Young Person or Parent)

• Managing Differences in Parental vs Young Person’s Views

• Multidisciplinary Team (MDT) Discussion

• Excluding Differential Diagnoses

• Ensuring Diagnostic Validity & Accuracy

• Structured, Formal Diagnostic Report

• Post-Assessment Feedback

• Sharing Reports Securely

• Managing Third-Party Information

• Medicolegal and Confidentiality Responsibilities

• Managing Data Breaches

• Upholding Duty of Candour

• Complaints Handling

Challenges you face in Diagnostics.

It will help you to be prepared for challenges.

• Managing sudden information or presentation or Psychosocial Changes

• Reconciling limited or Conflicting Information