ABSTRACT
Psychodiagnostics is concerned with the classification, the explanation of how a disorder is caused, and with indicating an appropriate mode of remedy for a psychological disorder. In order to achieve the goals of psychodiagnostics, it is necessary to have a theoretical conception of the nature of the disorder(s) which is (are) the object of study. In this chapter, the object of study is a child who is unanimously described as being overboisterous at inappropriate settings, has apparently average intellectual abilities but is found to be a poor academic performer, which is associated with seemingly distractible and impulsive behaviour. The children which are being referred to have gone under various names: Minimal Brain Damage/Dysfunction (MBD), hyperkinetic, hyperactive, and currently: Attentional Deficit Disorder with Hyperactivity (ADDH). It would seem obvious that, if a child is called by the title of the diagnosis, i.e., suffering from Attentional Deficit Disorder, that the theoretical underpinnings for the diagnosis would be modern attentional theory. It will be argued here that the evidence supporting an attentional-process dysfunction in ADDH children is seriously open to question. Rather, it will be suggested, unless there is structural damage, the experimental evidence would favour the interpretation that the boisterous difficult-to-manage child whom we all recognise, is suffering from a disorder in energetical regulation mechanisms. In this chapter we will first consider what current diagnostics require in determining the diagnosis. We then proceed to examining strict process models of attention and then consider the evidence in support and against attention both as a process and as an energetical mechanism.
