ADHD (attention disorder/hyperactive disorder) is one of the most common behavioral disorders in childhood and adolescence. Learning difficulties, poor school performance, peer relationship difficulties, problems with behavior control are issues which a child with ADHD has to deal with on a daily basis. The lack of understanding of the very disorder as well as for the child’s feelings and the inabilities of the child to adequately cope with everyday demands, are rarely recognized in time. The parents and teachers are insufficiently acquainted with the symptoms of the disorder and ways to help and provide support for such children. The goal of this study was to show, on an example of a seven- year- old boy, different ways of working to ensure adequate support and the help that is needed for his progress. What this example shows is work on three levels of the ecological system: the individual level (the child with its traits, flaws, strengths and potentials), the microsystem level (work that is done with the child’s parents), and the exosystem level (working with the teacher and the teaching assistant). In this way we encompass the most important spheres of the child’s life and we have an effect on the strengthening of the protective and lessening of the risk factors by which we enable the child to optimally use his potentials and to prosper.

ecological systems theory, ADHD, case study, risk and protective factors