THE RISE OF ADHD DIAGNOSIS IN CONTEMPORARY CHILDHOOD

A CRITICAL ANALYSIS THROUGH THE BIOPSYCHOSOCIAL MODEL

Abstract

This article critically examines the rise of Attention Deficit Hyperactivity Disorder (ADHD) diagnoses in contemporary childhood, considering current social, cultural, and technological transformations. Childhood is understood as a historical and social construction, influenced by changes in family and school dynamics as well as the pervasive presence of digital technologies. While epidemiological studies indicate significant prevalence rates, the growing number of diagnoses is linked to medicalization and the pathologization of childhood. The biomedical model, based on standardized symptomatic and biologizing criteria, fosters reductionist interpretations that overlook subjective, social, and contextual factors. In contrast, George Engel’s biopsychosocial model broadens the understanding of health by integrating biological, psychological, and social dimensions, thus fostering more humanized and contextualized interventions. The methodology adopted in this article was a narrative literature review of the state of theart, covering national and international publications from the past two decades. Findings highlight the importance of distinguishing between typical developmental behaviors and clinical conditions requiring intervention, avoiding hasty diagnoses and excessive medicalization. Preserving childhood, therefore, entails recognizing its complexity and ensuring children’s right to a healthy and singular development.