The purpose of this study was to examine the medical, advisory and educational provision for children with AD/HD in the Republic of Ireland. Relevant research from the UK, the US and Europe was reviewed in order to establish a conceptual framework for the study. The review of the literature concentrated primarily on the following areas:
      
The nature, definitions, classifications, types, aetiology, epidemiology, and diagnostic criteria of AD/HD as defined by experts in the field.

The associated characteristics of AD/HD such as social/emotional adjustment, behavioural and academic difficulties, lack of self-esteem and depression are also reviewed, with particular reference to Conduct Disorder and Oppositional Defiant Disorder.n order to provide preliminary baseline data on the experiences of both children with AD/HD, and their parents, a sample of ten sets of parents and students in the Greater Dublin Area was selected with the co-operation of the Hyperactive Attention Deficit Disorder (HADD) Dublin Family Support Group, and with reference to the patient files of a consultant paediatrician. In order to ascertain their experiences of the medical and educational services made available to them, both the parents and students were surveyed using a detailed structured clinical interview schedule. The reliability and validity of the parental and student interview data was examined by interpreting and comparing the responses on the Conners’ ADHD Rating Forms (CPRS-R:L; CASS:L) with the anecdotal and self-report data from the interviews. Using a developmental psychopathological approach, the complex pathways from earliest childhood into adolescence were examined in order to identify critical factors which may have inhibited or exacerbated the characteristics associated with AD/HD. The critical factors identified in the psychopathology of the condition included: the presence of depressive disorders among family members, parental responses to difficulties in the child’s early development, lack of an established procedure for referral and diagnosis, lack of systematic behavioural and emotional therapy, presence of co-morbid conditions, delay in early and appropriate pharmacological intervention, and lack of educational awareness and intervention.

Educational, behavioural and medical implications arising from the findings were analysed, and recommendations with specific relevance for the Departments of Health, Education & Science, and Justice, Equality & Law Reform were made. The results of the present study suggest a considerable level of dissatisfaction with provision by the Departments of Health and Education & Science. Parents expressed particular dissatisfaction regarding the following issues:

The initial referral and diagnosis procedures and the alleged reluctance on the part of professionals to diagnose the condition. The follow-up advisory, support and intervention services made available to them and the lack of advice on the management of associated behavioural, social and emotional characteristics. The educational provision to which children with AD/HD have access and the general level of awareness within the school system of the particular nature and characteristics of AD/HD. This study has provided the first in-depth analysis of the views and experiences of Irish children and parents living with AD/HD. It has revealed fundamental inadequacies in the levels of medical and educational provision and support for children with AD/HD. The study concludes with a statement of 26 pivotal recommendations relating to appropriate educational, medical and socio-emotional provision for children with AD/HD in the Republic of Ireland.