1 00:00:00,520 --> 00:00:04,040 Speaker 1: Already and this is the Daily This is the Daily 2 00:00:04,120 --> 00:00:16,160 Speaker 1: oas oh, now it makes sense. Good morning and welcome 3 00:00:16,239 --> 00:00:19,000 Speaker 1: to the Daily OS. It's Wednesday, the ninth of April. 4 00:00:19,120 --> 00:00:20,400 Speaker 1: I'm Emma Gillespie. 5 00:00:20,600 --> 00:00:21,639 Speaker 2: I'm Zara Zeidler. 6 00:00:22,120 --> 00:00:24,760 Speaker 1: A new study out this week has found the overall 7 00:00:24,800 --> 00:00:29,800 Speaker 1: benefits of taking ADHD medications outweigh the risks. The team 8 00:00:29,920 --> 00:00:33,040 Speaker 1: of international researchers involved in the study took a close 9 00:00:33,080 --> 00:00:37,800 Speaker 1: look at ADHD medications, both stimulant and non stimulants, and 10 00:00:37,840 --> 00:00:40,599 Speaker 1: it comes off the back of growing concerns around the 11 00:00:40,640 --> 00:00:45,720 Speaker 1: potential cardiovascular impact of these medications. In today's deep dive, 12 00:00:45,840 --> 00:00:48,680 Speaker 1: we're going to unpack these findings and take a closer 13 00:00:48,720 --> 00:00:51,919 Speaker 1: look at the world of ADHD treatment where things are 14 00:00:51,960 --> 00:00:55,120 Speaker 1: out here in Australia as well as around the world. 15 00:00:58,760 --> 00:01:01,400 Speaker 2: M I want to start by just providing a bit 16 00:01:01,400 --> 00:01:03,280 Speaker 2: of a lay of the land. We have heard a 17 00:01:03,320 --> 00:01:06,880 Speaker 2: lot about ADHD, both in the news, you know online. 18 00:01:07,200 --> 00:01:09,520 Speaker 2: Can you just give us a bit of an understanding 19 00:01:09,640 --> 00:01:12,240 Speaker 2: on what we need to know about ADHD? 20 00:01:12,400 --> 00:01:18,800 Speaker 1: Yep So, Attention deficit hyperactivity disorder ADHD is a neurodevelopmental 21 00:01:18,840 --> 00:01:23,800 Speaker 1: condition and other examples of neurodevelopmental conditions include things like autism, 22 00:01:23,880 --> 00:01:29,360 Speaker 1: spectrum disorder, dyslexia, motor disabilities like cerebral palsy. But what 23 00:01:29,560 --> 00:01:33,440 Speaker 1: a neurodevelopmental condition really means is that a person with 24 00:01:33,600 --> 00:01:37,440 Speaker 1: ADHD has a brain that has developed differently compared to 25 00:01:37,640 --> 00:01:41,280 Speaker 1: a neurotypical person's, and that's because of how their nervous 26 00:01:41,319 --> 00:01:44,560 Speaker 1: system has developed. So think of the nervous system like 27 00:01:44,600 --> 00:01:47,640 Speaker 1: a network of cables. It sends messages to and from 28 00:01:47,680 --> 00:01:50,880 Speaker 1: your brain to other parts of our body. A neurodevelopment 29 00:01:50,920 --> 00:01:54,800 Speaker 1: refers to how these networks are formed during early brain development. 30 00:01:55,600 --> 00:01:59,040 Speaker 1: When that development is disrupted, as it is for people 31 00:01:59,120 --> 00:02:02,760 Speaker 1: with ADHD, we see a whole range of impacts on 32 00:02:03,320 --> 00:02:06,800 Speaker 1: their daily lives, their ability to function, things like their 33 00:02:06,800 --> 00:02:12,839 Speaker 1: communication behavior, emotional regulation, fine motor skills, cognitive function. These 34 00:02:12,840 --> 00:02:16,960 Speaker 1: symptoms of ADHD do usually present in childhood, and that 35 00:02:17,000 --> 00:02:20,720 Speaker 1: can manifest in things like difficulty concentrating or controlling impulses. 36 00:02:21,240 --> 00:02:22,760 Speaker 1: But we do know it so much more than that. 37 00:02:22,840 --> 00:02:25,760 Speaker 1: Of course, people with ADHD can also be extremely creative. 38 00:02:25,880 --> 00:02:29,440 Speaker 1: They can be good problem solvers or extremely productive if 39 00:02:29,440 --> 00:02:30,720 Speaker 1: they're in a hyper focus. 40 00:02:31,160 --> 00:02:33,919 Speaker 3: So that's a very kind of top line ADHD. 41 00:02:34,000 --> 00:02:37,720 Speaker 2: One oh one for you, okay, brilliant, And so before 42 00:02:37,800 --> 00:02:40,720 Speaker 2: we deep dive into this study, I do think that 43 00:02:40,760 --> 00:02:43,359 Speaker 2: it would be helpful to understand more of that scale 44 00:02:43,560 --> 00:02:46,679 Speaker 2: point that I mentioned earlier. What are the numbers when 45 00:02:46,760 --> 00:02:48,600 Speaker 2: it comes to ADHD. 46 00:02:48,160 --> 00:02:51,760 Speaker 1: Yes, So there are around one point three million Australians 47 00:02:51,880 --> 00:02:54,000 Speaker 1: estimated to be impacted by ADHD. 48 00:02:54,080 --> 00:02:56,000 Speaker 3: That's about one in twenty of US. 49 00:02:56,360 --> 00:02:59,000 Speaker 1: But it is a really hard number to determine because 50 00:02:59,200 --> 00:03:03,480 Speaker 1: seeking a formal diagnosis is quite intense. It's a rigorous 51 00:03:03,520 --> 00:03:08,000 Speaker 1: process that requires a thorough behavioral assessment by a psychiatrist. 52 00:03:08,320 --> 00:03:10,840 Speaker 1: The irony being if you have ADHD, it might be 53 00:03:10,960 --> 00:03:14,960 Speaker 1: especially difficult for you to seek that evaluation. Not to 54 00:03:15,000 --> 00:03:17,960 Speaker 1: mention wait times and costs and things like that, but 55 00:03:18,040 --> 00:03:21,400 Speaker 1: in terms of how diagnoses have increased, we can track 56 00:03:21,480 --> 00:03:25,880 Speaker 1: that by looking at PBS data, so the Pharmaceutical Benefit Scheme, 57 00:03:26,320 --> 00:03:29,000 Speaker 1: and that tells us the number of people being prescribed 58 00:03:29,080 --> 00:03:32,960 Speaker 1: ADHD medications in Australia. So when we look at that data, 59 00:03:33,000 --> 00:03:35,080 Speaker 1: we can see the number of Aussies who are taking 60 00:03:35,200 --> 00:03:38,880 Speaker 1: medication to treat or manage the ADHD is around four 61 00:03:38,920 --> 00:03:42,760 Speaker 1: hundred and seventy thousand people. So that's about thirty six 62 00:03:42,800 --> 00:03:46,240 Speaker 1: percent of the population of people who have been diagnosed 63 00:03:46,280 --> 00:03:49,680 Speaker 1: with ADHD in Australia, so more than one in three. 64 00:03:49,920 --> 00:03:53,080 Speaker 1: But that figure has more than doubled in the five 65 00:03:53,200 --> 00:03:54,800 Speaker 1: years to twenty twenty two. 66 00:03:55,280 --> 00:03:58,960 Speaker 2: Interesting and what do we attribute that significant increase too. 67 00:03:59,160 --> 00:04:02,520 Speaker 1: Yes, so there are a range of issues and many 68 00:04:02,600 --> 00:04:06,960 Speaker 1: that will be debated. Medical experts though, have really emphasized 69 00:04:07,040 --> 00:04:10,600 Speaker 1: that more diagnoses should not be taken for an actual 70 00:04:10,840 --> 00:04:14,400 Speaker 1: increase in the prevalence of ADHD, but that this is 71 00:04:14,640 --> 00:04:17,960 Speaker 1: a jump in a kind of a correction of decades 72 00:04:18,000 --> 00:04:22,800 Speaker 1: of underdiagnoses, particularly of women. We know that the kind 73 00:04:22,800 --> 00:04:28,160 Speaker 1: of diagnostic criteria for ADHD was designed around men young 74 00:04:28,200 --> 00:04:31,520 Speaker 1: boys in particular, Women are socialized differently. There's a lot 75 00:04:31,520 --> 00:04:34,839 Speaker 1: of kind of reasons for that underdiagnoses. But in August 76 00:04:35,000 --> 00:04:39,400 Speaker 1: last year, the Australian Psychological Society President, doctor Katrina Davis 77 00:04:39,480 --> 00:04:43,159 Speaker 1: McCabe said, quote, there's not necessarily a large influx of 78 00:04:43,160 --> 00:04:46,760 Speaker 1: people who suddenly have ADHD, but there is an influx 79 00:04:46,800 --> 00:04:50,239 Speaker 1: of people who are willing to present, she said, largely 80 00:04:50,279 --> 00:04:54,120 Speaker 1: thanks to this growing awareness, including awareness online, but you 81 00:04:54,160 --> 00:04:58,960 Speaker 1: know also within medicine, within schools and education, less stigma 82 00:04:59,320 --> 00:05:02,640 Speaker 1: more conversation at a policy level. And also you know 83 00:05:02,720 --> 00:05:06,400 Speaker 1: the demands of modern society and how they can expose 84 00:05:06,640 --> 00:05:10,080 Speaker 1: impairments or can expose symptoms like ADHD. 85 00:05:10,240 --> 00:05:13,839 Speaker 2: And so we have more people who are being diagnosed 86 00:05:14,120 --> 00:05:18,720 Speaker 2: than ever before. What follows from a diagnosis we're talking 87 00:05:18,800 --> 00:05:21,720 Speaker 2: today about treatments. What can you tell us about some 88 00:05:21,760 --> 00:05:25,200 Speaker 2: of the treatments available to those who have ADHD. 89 00:05:25,360 --> 00:05:31,320 Speaker 1: So one treatment option is medication, and ADHD medications fall 90 00:05:31,400 --> 00:05:36,720 Speaker 1: into two categories, So there are stimulants and non stimulant medications, 91 00:05:37,360 --> 00:05:41,599 Speaker 1: and in most cases medication for ADHD is only prescribed 92 00:05:41,640 --> 00:05:46,480 Speaker 1: by psychiatrists, pediatricians and neurologists. Each state and territory in 93 00:05:46,480 --> 00:05:50,919 Speaker 1: Australia does have different laws about prescribing ADHD medicines, but 94 00:05:51,120 --> 00:05:55,600 Speaker 1: generally they are incredibly tightly regulated. So here in New 95 00:05:55,640 --> 00:05:59,520 Speaker 1: South Wales, for example, a specialist has to obtain approval 96 00:05:59,560 --> 00:06:03,039 Speaker 1: from this ste governments Ministry of Health to prescribe or 97 00:06:03,080 --> 00:06:07,600 Speaker 1: supply stimulants for ADHD treatment to an individual, and there 98 00:06:07,640 --> 00:06:10,520 Speaker 1: are also rules for pharmacies. In New South Wales they 99 00:06:10,600 --> 00:06:13,839 Speaker 1: can't dispense a script for a stimulant for someone with 100 00:06:13,880 --> 00:06:18,480 Speaker 1: ADHD unless that prescription shows an approval number issued by 101 00:06:18,560 --> 00:06:22,359 Speaker 1: New South Wales Health, so lots of checks and balances there. 102 00:06:22,680 --> 00:06:25,080 Speaker 1: I think it is important to note though, that when 103 00:06:25,279 --> 00:06:29,120 Speaker 1: we're talking about the levels of dosage for ADHD treatment, 104 00:06:29,440 --> 00:06:32,200 Speaker 1: there is no evidence that the use of stimulant medications 105 00:06:32,400 --> 00:06:36,520 Speaker 1: leads to substance abuse or dependency. But there have been 106 00:06:36,600 --> 00:06:41,720 Speaker 1: concerns about the safety of these medications surrounding their cardiovascular impacts, 107 00:06:41,839 --> 00:06:44,800 Speaker 1: and that's exactly what has prompted this study that we're 108 00:06:44,800 --> 00:06:47,719 Speaker 1: talking about today, which was led by the University of 109 00:06:47,760 --> 00:06:51,800 Speaker 1: Southampton in the UK AT handed down its findings this week. 110 00:06:52,160 --> 00:06:54,159 Speaker 2: So can you just explain a bit more about those 111 00:06:54,200 --> 00:06:56,760 Speaker 2: concerns that prompted the study. You said it was around 112 00:06:56,760 --> 00:06:59,360 Speaker 2: the cardiovascular health of the participants. 113 00:06:59,480 --> 00:06:59,680 Speaker 3: Yep. 114 00:07:00,480 --> 00:07:05,680 Speaker 1: The study notes that some ADHD medications stimulate the nervous system, 115 00:07:06,080 --> 00:07:09,520 Speaker 1: some ADHD medications work by slowing it, and so this 116 00:07:09,640 --> 00:07:15,040 Speaker 1: explains why some people will experience increases and decreases in 117 00:07:15,160 --> 00:07:18,520 Speaker 1: things like their blood pressure their heart rate after they 118 00:07:18,520 --> 00:07:22,880 Speaker 1: start taking treatment. So it's essentially those fluctuations in impulse 119 00:07:23,000 --> 00:07:26,560 Speaker 1: and blood pressure that have the medical world asking how 120 00:07:26,600 --> 00:07:30,640 Speaker 1: significant are those changes, what are the long term impacts 121 00:07:30,680 --> 00:07:33,840 Speaker 1: of those fluctuations. What does that all mean for a 122 00:07:33,880 --> 00:07:35,120 Speaker 1: person's health outcomes? 123 00:07:35,440 --> 00:07:37,679 Speaker 2: And just quickly you mentioned there that there are different 124 00:07:37,760 --> 00:07:42,600 Speaker 2: types of ADHD medications. Did this study specifically look at 125 00:07:42,840 --> 00:07:45,360 Speaker 2: one medication form of medication or did it look at 126 00:07:45,360 --> 00:07:46,160 Speaker 2: a range of them. 127 00:07:46,400 --> 00:07:49,160 Speaker 1: So one of the interesting aspects of this study is 128 00:07:49,200 --> 00:07:51,880 Speaker 1: that it was extremely comprehensive in that it studied the 129 00:07:51,880 --> 00:07:56,680 Speaker 1: effects of several ADHD medications, including a range of stimulants 130 00:07:56,800 --> 00:08:01,160 Speaker 1: like listex amphetamine and methyl fenodate are sold, for example, 131 00:08:01,280 --> 00:08:05,520 Speaker 1: under brand names like Vivance and Riddlin, and non stimulants 132 00:08:05,640 --> 00:08:09,720 Speaker 1: like atomoxetine and clonidine, which are sold under brand names 133 00:08:09,760 --> 00:08:13,200 Speaker 1: you might have heard like Sandos and Catapress. And so 134 00:08:13,400 --> 00:08:16,880 Speaker 1: what they did for this study is researchers analyzed data 135 00:08:17,000 --> 00:08:21,280 Speaker 1: from nearly twenty three thousand participants from around the world 136 00:08:21,680 --> 00:08:25,800 Speaker 1: from randomized controlled trials. Now, these are considered the most 137 00:08:25,920 --> 00:08:30,520 Speaker 1: rigorous type of clinical study because they assess medication effects 138 00:08:30,560 --> 00:08:34,800 Speaker 1: and compare the results of treated and non treated participants, 139 00:08:34,840 --> 00:08:39,960 Speaker 1: so placebo participants. Also, interestingly, among that twenty three thousand 140 00:08:40,240 --> 00:08:45,800 Speaker 1: participant number, nearly sixty percent were children and adolescents, and 141 00:08:45,920 --> 00:08:48,600 Speaker 1: there was a fairly even gender split, a range of 142 00:08:48,600 --> 00:08:52,520 Speaker 1: ages upwards of five years old, so a broad kind 143 00:08:52,520 --> 00:08:57,000 Speaker 1: of set of participants and researchers tracked changes to the 144 00:08:57,000 --> 00:09:00,400 Speaker 1: blood pressure and heart rate of these participants over a 145 00:09:00,520 --> 00:09:03,680 Speaker 1: one year period. So the data set looked at outcomes 146 00:09:03,720 --> 00:09:06,800 Speaker 1: around the twelve week, twenty six week, and fifty two 147 00:09:06,920 --> 00:09:11,160 Speaker 1: week mark after they had started ADHD medication. It's actually 148 00:09:11,240 --> 00:09:14,960 Speaker 1: the largest and most comprehensive analysis of its kind, and 149 00:09:15,160 --> 00:09:18,400 Speaker 1: it was funded by the British government's National Institute for 150 00:09:18,520 --> 00:09:19,880 Speaker 1: Health and Care Research. 151 00:09:20,800 --> 00:09:24,320 Speaker 2: I am really curious that it was a one year study. 152 00:09:24,360 --> 00:09:27,800 Speaker 2: I'd be really keen to understand, you know, whether they 153 00:09:27,840 --> 00:09:31,480 Speaker 2: will be continued tracking after that one year period, Yeah, 154 00:09:31,520 --> 00:09:35,760 Speaker 2: because perhaps some of the concerns might materialize after that 155 00:09:35,920 --> 00:09:36,720 Speaker 2: one year period. 156 00:09:36,960 --> 00:09:37,160 Speaker 3: Yeah. 157 00:09:37,200 --> 00:09:41,319 Speaker 1: And the study was really honest about a gap overall 158 00:09:41,400 --> 00:09:43,959 Speaker 1: in this field of research when it comes to long 159 00:09:44,080 --> 00:09:48,600 Speaker 1: term studies. So there are limitations on our overall understanding 160 00:09:48,679 --> 00:09:53,520 Speaker 1: of these long term cardiovascular effects because the studies don't exist, 161 00:09:53,520 --> 00:09:56,480 Speaker 1: The research doesn't exist. So this is one study, but 162 00:09:56,520 --> 00:09:59,200 Speaker 1: the authors of it have called for more funding to 163 00:09:59,280 --> 00:10:03,600 Speaker 1: facilitate that research to provide more important insights into the future. 164 00:10:04,120 --> 00:10:06,679 Speaker 3: But you know, in lieu of that we have these. 165 00:10:06,559 --> 00:10:11,160 Speaker 1: Findings from this comprehensive data set in the meantime, I suppose, so, do. 166 00:10:11,160 --> 00:10:13,000 Speaker 2: You want to just talk us through what those key 167 00:10:13,040 --> 00:10:14,160 Speaker 2: findings actually were. 168 00:10:14,480 --> 00:10:14,720 Speaker 3: Yes. 169 00:10:14,800 --> 00:10:19,000 Speaker 1: So the findings were published in the Lancet Psychiatry Journal, 170 00:10:19,040 --> 00:10:23,000 Speaker 1: and they show that quote all ADHD medications were generally 171 00:10:23,040 --> 00:10:27,720 Speaker 1: associated with overall small effects on blood pressure, heart rate, 172 00:10:27,800 --> 00:10:32,160 Speaker 1: and other cardiovascular parameters. Which isn't that surprising given that 173 00:10:32,200 --> 00:10:35,560 Speaker 1: we know there is this decrease or increase associated to 174 00:10:35,640 --> 00:10:38,199 Speaker 1: the nervous system from some of those medications that we 175 00:10:38,280 --> 00:10:41,160 Speaker 1: discussed earlier. But it found that for the majority of 176 00:10:41,280 --> 00:10:46,440 Speaker 1: children taking ADHD medications, researchers recorded a quote small increase 177 00:10:46,600 --> 00:10:50,160 Speaker 1: in blood pressure and pulse, which is an interesting finding 178 00:10:50,200 --> 00:10:54,040 Speaker 1: given concerns around young people taking these medications. There was 179 00:10:54,160 --> 00:10:58,600 Speaker 1: one exception, a medication called guanficine, which researchers found leads 180 00:10:58,679 --> 00:11:01,960 Speaker 1: to decreased blood pressure and heart rate, a more notable 181 00:11:02,200 --> 00:11:06,040 Speaker 1: fluctuation than any of the other medications in the study. 182 00:11:06,200 --> 00:11:09,440 Speaker 1: This one I've found really interesting as a finding. No 183 00:11:09,640 --> 00:11:14,520 Speaker 1: significant differences were found between stimulant and non stimulant types 184 00:11:14,559 --> 00:11:17,440 Speaker 1: of ADHD medications, so I think a lot of people 185 00:11:17,440 --> 00:11:19,680 Speaker 1: can feel a bit of a struggle or a battle 186 00:11:19,679 --> 00:11:22,920 Speaker 1: in determining what is the right medication for them stimulants 187 00:11:22,960 --> 00:11:24,880 Speaker 1: vers non stimulants, and so that. 188 00:11:24,920 --> 00:11:29,840 Speaker 2: Was in the specific concern around cardiovascular response. 189 00:11:29,520 --> 00:11:33,520 Speaker 1: Exactly yes, yep, so no significant difference between stimulants and 190 00:11:33,559 --> 00:11:37,280 Speaker 1: non stimulants, and overall research has said that the data 191 00:11:37,280 --> 00:11:43,000 Speaker 1: shows the benefits of taking ADHD medications outweigh the health risks. However, 192 00:11:43,160 --> 00:11:47,280 Speaker 1: researchers did say that practitioners should continue to monitor blood 193 00:11:47,320 --> 00:11:51,000 Speaker 1: pressure and pulse in patients that they are treating for ADHD. 194 00:11:51,360 --> 00:11:55,200 Speaker 2: It's really interesting, em and this study certainly ignited a 195 00:11:55,200 --> 00:11:57,760 Speaker 2: lot of conversation in our comment section, as this topic 196 00:11:57,920 --> 00:12:01,720 Speaker 2: generally tends to do. What has the response been to 197 00:12:01,960 --> 00:12:02,880 Speaker 2: these findings? 198 00:12:03,280 --> 00:12:07,800 Speaker 1: So the studies lead author, Professor Samuel Coortesi said that 199 00:12:07,920 --> 00:12:12,320 Speaker 1: this risk benefit ratio, this assessment that the benefits outweigh 200 00:12:12,400 --> 00:12:17,080 Speaker 1: the risks is reassuring for people taking ADHD medications, and 201 00:12:17,120 --> 00:12:20,640 Speaker 1: he also said that the findings should be particularly relevant 202 00:12:20,679 --> 00:12:24,360 Speaker 1: for practitioners, not just patients, because he said, there is 203 00:12:24,400 --> 00:12:27,520 Speaker 1: this group of practitioners who might assume that only stimulants 204 00:12:27,559 --> 00:12:30,679 Speaker 1: have a negative effect on the cardiovascular system, or who 205 00:12:30,800 --> 00:12:34,199 Speaker 1: might kind of have a preference between stimulants versus non stimulants, 206 00:12:34,440 --> 00:12:38,400 Speaker 1: or prejudices around those medications. But there is that gap 207 00:12:38,480 --> 00:12:41,080 Speaker 1: in long term studies that we talked about and the 208 00:12:41,120 --> 00:12:45,520 Speaker 1: limitations of that. The studies authors also have recommended that 209 00:12:45,559 --> 00:12:51,080 Speaker 1: people with heart conditions consult a cardiologist before starting ADHD medication. 210 00:12:51,200 --> 00:12:54,400 Speaker 1: So I think that's an important note. But before we 211 00:12:54,440 --> 00:12:58,160 Speaker 1: wrap up, when we're talking about the risk benefit ratio, 212 00:12:58,240 --> 00:13:01,520 Speaker 1: when we're talking about the benefits out weighing the health risks, 213 00:13:01,600 --> 00:13:04,520 Speaker 1: I think that everyone will have a different relationship to 214 00:13:04,559 --> 00:13:06,080 Speaker 1: what that benefit might look like. 215 00:13:06,280 --> 00:13:06,959 Speaker 3: But for some. 216 00:13:07,080 --> 00:13:11,240 Speaker 1: People taking ADHD medication might be the difference between holding 217 00:13:11,280 --> 00:13:13,480 Speaker 1: down a job or not, might be the difference between 218 00:13:13,840 --> 00:13:15,760 Speaker 1: showing up for the people that they care about or not, 219 00:13:15,960 --> 00:13:20,080 Speaker 1: or controlling their impulses if they have addiction or substance 220 00:13:20,120 --> 00:13:24,280 Speaker 1: abuse issues. I want to quote Royal Australian College of 221 00:13:24,360 --> 00:13:27,680 Speaker 1: General Practitioners President doctor Nicole Higgins, who in a statement 222 00:13:27,760 --> 00:13:31,840 Speaker 1: last year emphasized that there are many effective ADHD treatments. 223 00:13:31,840 --> 00:13:37,000 Speaker 1: It's not only about medication. She has ADHD herself and said, quote, 224 00:13:37,040 --> 00:13:39,640 Speaker 1: we all have brains that work differently and with the tools, 225 00:13:39,679 --> 00:13:43,960 Speaker 1: which may be medication or skills, training or counseling, people 226 00:13:44,000 --> 00:13:47,320 Speaker 1: develop ways of managing and coping as they talk about 227 00:13:47,320 --> 00:13:50,400 Speaker 1: their positive experiences. It takes away the shame, the stigma, 228 00:13:50,480 --> 00:13:53,760 Speaker 1: and fear around exploring, Okay, why is my brain a 229 00:13:53,760 --> 00:13:56,960 Speaker 1: little bit different? She said, You can't tell who has ADHD. 230 00:13:57,040 --> 00:13:58,839 Speaker 1: It could be the person next to you. It might 231 00:13:58,880 --> 00:14:01,440 Speaker 1: be your doctor, your tea, teach your child, your friend. 232 00:14:01,679 --> 00:14:04,120 Speaker 3: What works for one person might not work for another. 233 00:14:04,360 --> 00:14:08,760 Speaker 1: In essence, as always, if you have concerns, questions, queries 234 00:14:08,960 --> 00:14:14,719 Speaker 1: about ADHD medication, please please consult a health practitioner, a professional. 235 00:14:14,760 --> 00:14:17,400 Speaker 3: They will be able to steer you in the right direction. 236 00:14:18,080 --> 00:14:22,080 Speaker 2: M thank you for explaining that study the findings. It 237 00:14:22,160 --> 00:14:24,160 Speaker 2: is as you said, just the beginning. There is so 238 00:14:24,280 --> 00:14:27,040 Speaker 2: much research that needs to be done into this space, 239 00:14:27,160 --> 00:14:29,360 Speaker 2: so certainly one that I'm sure will be speaking a 240 00:14:29,400 --> 00:14:32,600 Speaker 2: lot about in the months and years to come. But 241 00:14:32,680 --> 00:14:35,440 Speaker 2: thank you so much, thank you, and thank you for 242 00:14:35,520 --> 00:14:37,960 Speaker 2: joining us for another episode of the Daily Ods. We'll 243 00:14:38,000 --> 00:14:40,320 Speaker 2: be back later today with the headlines, but until then, 244 00:14:40,480 --> 00:14:44,840 Speaker 2: have a great day. 245 00:14:45,280 --> 00:14:47,560 Speaker 3: My name is Lily Madden and I'm a proud Arunda 246 00:14:47,800 --> 00:14:51,880 Speaker 3: Bunje lung Chalcutin woman from Gadigol country. The Daily os 247 00:14:52,000 --> 00:14:54,800 Speaker 3: acknowledges that this podcast is recorded on the lands of 248 00:14:54,800 --> 00:14:58,120 Speaker 3: the Gadighl people and pays respect to all Aboriginal and 249 00:14:58,160 --> 00:15:01,200 Speaker 3: Torres Strain island and nations. We pay our respects to 250 00:15:01,240 --> 00:15:04,160 Speaker 3: the first peoples of these countries, both past and present