| Revision as of 06:15, 17 November 2005 editOneismany (talk | contribs)648 editsm 'narrow' redundant← Previous edit | Revision as of 15:02, 17 November 2005 edit undoOneismany (talk | contribs)648 edits this article is about hyperfocus not adhd, much of this content is in the adhd article; cleaning up POV and redundant remarks; removing redundant links; not sure about all the refs tho, sorryNext edit → | ||
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| '''Hyperfocus''' describes an intense form of ] ] or visualization that focuses ] on a narrow subject, or beyond objective ] and onto subjective ], ]s, ], ], or the ]. | |||
| '''Hyperfocus''' describes an intense state of specifically-directed mental attention, or ]. It is a mental ability proposed by the ] movement as an alternative interpretation to ] (ADHD) and ] (AADD). Attention-deficit disorders are ] diagnoses that interpret ] as symptoms of a ]. Hyperfocus is also a suggested element of ]. | |||
| == |
==Interpretations== | ||
| According to ], hyperfocus is a mental ability that is a natural expression of ]. According to ] diagnoses, hyperfocus is a distraction from reality and a symptom of ] (ADHD), ] (AADD), or ]. In spirituality, hyperfocus is an important element of ]. In common parlance, hyperfocus is sometimes referred to as 'zoning out,' an expression that has its origin in the early 1960s TV show, '']''. | |||
| In the context of ], hyperfocus refers to simply extreme focus over a very narrow field of study. | |||
| ==Treatment== | |||
| A mental state of hyperfocus could be considered good or bad, excessive or exceptionally productive, depending upon the circumstances and setting. One individual who feels he has ADD/ADHD with hyperfocus notes that "People say I can get a lot done when I am in gear." The same individual also points out that while in a hyperfocus state of mind, he often "loses track of time and other responsibilities." | |||
| Many people use hyperfocus to accomplish specific goals, such as painting a picture, memorizing facts for a test, solving a ], performing ], or learning to ]. | |||
| On the other hand, people in a state of hyperfocus are often regarded by others as absentminded, inattentive, or impulsive. The intensity of hyperfocus can sometimes lead to the subjective loss of time, or a disregard for ]. | |||
| ==Views about special abilities in ADHD== | |||
| Some feel that ADHD children tend to look at situations in a different manner; they tend to look beyond the norm. "While students are learning the details of photosynthesis, the ADHD kids are staring out the window and pondering if it still works on a cloudy day" (Underwood). One positive side of impulsive behavior is the ability to try new things without trepidation. This is risky but can be useful in some circumstances: "Impulsivity isn't always bad. Instead of dithering over a decision, they're willing to take risks" (Underwood). ADHD does not necessarily slow down a person's learning process. In fact, some feel that ADHD can contribute to a faster or more comprehensive learning process. All agree that this can be aided if teachers implement effective teaching strategies geared specifically towards the ADHD learner. | |||
| Sometimes, a person who frequently enters a state of hyperfocus will develop a bad ]. ] and ] may follow. When hyperfocus is interpreted as a symptom of a ], ] and other drugs may be prescribed. | |||
| A few (some say "most") people with ADHD have a tendency to "hyperfocus" - focus very strongly on something which interests them. "When that same person is working on something that is interesting, it can be almost impossible to get that person to switch attention elsewhere. For some individuals, hyperfocus may be a very positive aspect of ADHD. When they are 'in gear', they claim to be very happy and may be very creative. Many of history's most famous and creative persons are thought to have had ADHD and displayed hyperfocus in their behavior." | |||
| In the context of school, children who hyperfocus are sometimes ] for a perceived disrespect to ]. In response, some children may cease to hyperfocus, whereas other children may disguise it. ] behavior, ], ], or ] may follow. | |||
| To see ADHD positively may seem somewhat problematic to anxious parents but it is at least a perspective that should be kept in mind. | |||
| ==Debate== | |||
| ==Current medical and scientific views== | |||
| The advantages and disadvantates of hyperfocus are hotly debated among academics, clinicians, and neurodiversity advocates. It may represent a healthy detatchment from ordinary mentality. It may be useful for innovating new approaches to familiar situations. It may improve learning speed and comprehension. | |||
| ⚫ | |||
| On the other hand, it presents a challenge to common teaching and parenting techniques. Schools and parents generally expect, and reward children for obeying authority, but hyperfocused children do not always cooperate under these circumstances. But, if the time and effort is available to accomodate the interests of the child, he or she may be readily cooperative. | |||
| ⚫ | |||
| == Psychiatric Views == | |||
| There are several possible reasons for the persistence of the notion that people with ADHD have this ability: | |||
| ⚫ | Formally, psychiatry describes only the distraction aspect of hyperfocus, referring to ADHD as inattentiveness and impulsiveness. Hyperfocus is not recognised by the ] (]), and no article using the term appears in PubMed. | ||
| ⚫ | Besides hyperfocus, various special abilities have been suggested to occur in ADHD, including vigilance, response-readiness, enthusiasm, and flexibility. But current ADHD research does not recognize these characteristics. Greater creativity has also been suggested, but formal measures of this are no higher in children with ADHD than in control groups. | ||
| *(a) well-recognised comorbidity of ADHD with ], of which excess focus is a part; | |||
| *(b) ADHD is a highly heterogeneous condition; special abilities certainly do occur in some people, and it is easy to overgeneralise from this minority to the whole ADHD group. | |||
| *(c) ADHD is a remarkably common primarily genetically determined disorder (4-8% of school age children) so it is difficult to see why evolution hasn't removed it unless it bestows some benefit. | |||
| Nevertheless, psychiatric research suggests that there are several reasons for the persistence of the notion that people with ADHD have the ability to hyperfocus. Well-recognised comorbidity of ADHD with ] disorders, of which excess focus is a part. Special abilities do occur in some ADHD people, so it is easy to generalize from this minority to the whole ADHD group. ADHD is a remarkably common, but primarily genetically determined disorder (affecting 4-8% of school age children), so it is difficult to see why evolution hasn't removed it unless it bestows some benefit. | |||
| ==Future research== | |||
| Professional psychiatry does not completely discount the existence of hyperfocus, as many adults with ADHD attribute accomplishments in their lives to this mental ability. As ADHD in adults is a relatively new area of learning in comparison with the condition in children, many clinicians feel that hyperfocus is an aspect of adult ADHD which is not well understood and merits more thorough research. | |||
| ==References== | ==References== | ||
| Hartmann, Thom. (1998) ''Healing ADD: Simple Exercises That Will Change Your Daily Life''. |
Hartmann, Thom. (1998) ''Healing ADD: Simple Exercises That Will Change Your Daily Life''. | ||
| Underwood-Miller (1st ed.) ISBN 1887424377. | |||
| Hartmann, Thom. (1993) ''ADD: A Different Perception''. | |||
| Goldstein and Barkley (1998) ''ADHD Report 6'', 5. | |||
| Jensen et al, J.Am.Acad.Ch.Ad. (1997) ''Psychiatry 36'', 12. | |||
| Shelley-Tremblay and Rosen (1996) | |||
| Funk et al. (1993) ''Pediatrics 91'', 4. | |||
| ==See also== | ==See also== | ||
| *] (ADD and ADHD) | |||
| *] (adult ADD or AADD) | |||
| *] | *] | ||
| *] | *] | ||
Revision as of 15:02, 17 November 2005
Hyperfocus describes an intense form of mental concentration or visualization that focuses consciousness on a narrow subject, or beyond objective reality and onto subjective mental planes, daydreams, concepts, fiction, or the imagination.
Interpretations
According to neurodiversity, hyperfocus is a mental ability that is a natural expression of personality. According to psychiatric diagnoses, hyperfocus is a distraction from reality and a symptom of attention deficit hyperactivity disorder (ADHD), adult attention-deficit disorder (AADD), or autism. In spirituality, hyperfocus is an important element of meditation. In common parlance, hyperfocus is sometimes referred to as 'zoning out,' an expression that has its origin in the early 1960s TV show, The Twilight Zone.
Treatment
Many people use hyperfocus to accomplish specific goals, such as painting a picture, memorizing facts for a test, solving a Rubik's Cube, performing thought experiments, or learning to juggle.
On the other hand, people in a state of hyperfocus are often regarded by others as absentminded, inattentive, or impulsive. The intensity of hyperfocus can sometimes lead to the subjective loss of time, or a disregard for social norms.
Sometimes, a person who frequently enters a state of hyperfocus will develop a bad reputation. Abuse and social stigma may follow. When hyperfocus is interpreted as a symptom of a mental disorder, Ritalin and other drugs may be prescribed.
In the context of school, children who hyperfocus are sometimes punished for a perceived disrespect to authority. In response, some children may cease to hyperfocus, whereas other children may disguise it. Antisocial behavior, social anxiety, loneliness, or love-shyness may follow.
Debate
The advantages and disadvantates of hyperfocus are hotly debated among academics, clinicians, and neurodiversity advocates. It may represent a healthy detatchment from ordinary mentality. It may be useful for innovating new approaches to familiar situations. It may improve learning speed and comprehension.
On the other hand, it presents a challenge to common teaching and parenting techniques. Schools and parents generally expect, and reward children for obeying authority, but hyperfocused children do not always cooperate under these circumstances. But, if the time and effort is available to accomodate the interests of the child, he or she may be readily cooperative.
Psychiatric Views
Formally, psychiatry describes only the distraction aspect of hyperfocus, referring to ADHD as inattentiveness and impulsiveness. Hyperfocus is not recognised by the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), and no article using the term appears in PubMed.
Besides hyperfocus, various special abilities have been suggested to occur in ADHD, including vigilance, response-readiness, enthusiasm, and flexibility. But current ADHD research does not recognize these characteristics. Greater creativity has also been suggested, but formal measures of this are no higher in children with ADHD than in control groups.
Nevertheless, psychiatric research suggests that there are several reasons for the persistence of the notion that people with ADHD have the ability to hyperfocus. Well-recognised comorbidity of ADHD with autistic spectrum disorders, of which excess focus is a part. Special abilities do occur in some ADHD people, so it is easy to generalize from this minority to the whole ADHD group. ADHD is a remarkably common, but primarily genetically determined disorder (affecting 4-8% of school age children), so it is difficult to see why evolution hasn't removed it unless it bestows some benefit.
Professional psychiatry does not completely discount the existence of hyperfocus, as many adults with ADHD attribute accomplishments in their lives to this mental ability. As ADHD in adults is a relatively new area of learning in comparison with the condition in children, many clinicians feel that hyperfocus is an aspect of adult ADHD which is not well understood and merits more thorough research.
References
Hartmann, Thom. (1998) Healing ADD: Simple Exercises That Will Change Your Daily Life. Underwood-Miller (1st ed.) ISBN 1887424377. Hartmann, Thom. (1993) ADD: A Different Perception. Goldstein and Barkley (1998) ADHD Report 6, 5. Jensen et al, J.Am.Acad.Ch.Ad. (1997) Psychiatry 36, 12. Shelley-Tremblay and Rosen (1996) Funk et al. (1993) Pediatrics 91, 4.