0:00:02 > 0:00:05Life isn't fair and I think politics has a duty to reflect that.
0:00:06 > 0:00:10Rory Bremner is Britain's best-known political impressionist.
0:00:10 > 0:00:12I wouldn't do that if I were you.
0:00:12 > 0:00:15But there's a side to Rory that the public doesn't see.
0:00:15 > 0:00:18For as long as I can remember, I've had a really active brain.
0:00:18 > 0:00:20The trouble is... Sorry.
0:00:20 > 0:00:21BLEEP! BLEEP!
0:00:22 > 0:00:25- Back again, back again. Once more, let's go.- BLEEP!
0:00:25 > 0:00:26Come on.
0:00:26 > 0:00:29For as long as I can remember, I've had a really active...
0:00:29 > 0:00:31- BLEEP!- Distracted all the time.
0:00:31 > 0:00:33Constant distractions.
0:00:33 > 0:00:34OK.
0:00:34 > 0:00:36For as long as I can remember...
0:00:38 > 0:00:41For as long as I can remember, I've had a really active brain,
0:00:41 > 0:00:43but that's a good thing. The trouble is...
0:00:43 > 0:00:46HE GROANS BLEEP!
0:00:46 > 0:00:48Stop trying to get it right. Come on.
0:00:48 > 0:00:49Come on!
0:00:50 > 0:00:53- For as long as I can remember... - BLEEP!
0:00:55 > 0:00:59Rory has suspected for some time that he may have ADHD -
0:00:59 > 0:01:02Attention Deficit Hyperactivity Disorder.
0:01:02 > 0:01:06Because I get distracted, I think about too many things,
0:01:06 > 0:01:07I get overwhelmed.
0:01:07 > 0:01:11So, he's on a mission to find out more about ADHD.
0:01:13 > 0:01:14What causes it?
0:01:14 > 0:01:17Genes are not everything that there is -
0:01:17 > 0:01:18there's also the environment.
0:01:19 > 0:01:22And why does it exist at all?
0:01:22 > 0:01:25People with ADHD would have been more the pathfinders.
0:01:25 > 0:01:27BOY SCREAMS
0:01:27 > 0:01:29ADHD can shatter lives and families...
0:01:31 > 0:01:33..and push some into a world of crime.
0:01:36 > 0:01:38After years of uncertainty,
0:01:38 > 0:01:41Rory will find out whether or not he has the condition himself.
0:01:42 > 0:01:45And he'll try a unique experiment for Horizon.
0:01:45 > 0:01:46Wish me luck.
0:01:46 > 0:01:48Ladies and gentlemen,
0:01:48 > 0:01:50please put your hands together for Rory Bremner.
0:01:50 > 0:01:52CHEERING AND APPLAUSE
0:01:54 > 0:01:56Thank you.
0:01:57 > 0:01:59Thank you very much indeed.
0:02:02 > 0:02:04LIVELY TUNE ON CLARINET
0:02:08 > 0:02:11For as long as I can remember, I've had a really active brain.
0:02:11 > 0:02:13The problem is, when it gets too active,
0:02:13 > 0:02:15it jumps around all over the place, gets distracted
0:02:15 > 0:02:18by a million and one things, when I'm supposed to be concentrating.
0:02:18 > 0:02:21I used to think that was just what it was like to be me,
0:02:21 > 0:02:23but recently I've come to suspect
0:02:23 > 0:02:26that it's what it's like to have ADHD.
0:02:33 > 0:02:34So what does it feel like?
0:02:34 > 0:02:37It's like having a brain like a pinball machine.
0:02:37 > 0:02:38PINBALL MACHINE BELLS DING
0:02:38 > 0:02:39See, a normal person might look that
0:02:39 > 0:02:42and see a whole load of different breads, but I'm just drawn to the labels.
0:02:42 > 0:02:45- They say "spelt loaf" and I think, why's it spelt like that? - HE LAUGHS
0:02:45 > 0:02:47It's like seeing a whole row of doors
0:02:47 > 0:02:49and you want to go through each door
0:02:49 > 0:02:51and each one leads to another door.
0:02:51 > 0:02:53Knock knock. Who's there? Focaccia.
0:02:53 > 0:02:56Focaccia who? Focaccia doing that again, you're in deep trouble.
0:02:56 > 0:02:57In the meantime...
0:02:58 > 0:03:00..another thought pops into your head.
0:03:00 > 0:03:02This is a chorus line, isn't it?
0:03:02 > 0:03:05- Just pulling your leg, sorry! - HE GROANS
0:03:06 > 0:03:10As a comedian, I kind of welcome that, because you want that freedom,
0:03:10 > 0:03:11you want to be...
0:03:12 > 0:03:16It's all the associations. It jumps, it's a leap of the imagination,
0:03:16 > 0:03:17it's breaking the rules, if you like,
0:03:17 > 0:03:19and breaking the rules is really good fun.
0:03:22 > 0:03:24Until it's not.
0:03:24 > 0:03:28ADHD is, of course, primarily a problem
0:03:28 > 0:03:30for both Rory and his family.
0:03:36 > 0:03:39ADHD can make you hate yourself.
0:03:39 > 0:03:42I'm sure I'm very hard to live with...
0:03:43 > 0:03:49..because I will drift off when I'm supposed to be...
0:03:50 > 0:03:52..paying attention.
0:03:52 > 0:03:54I'll forget things that I've been asked to do.
0:03:56 > 0:03:58In the middle of a meeting,
0:03:58 > 0:04:00I'll just go out and start swinging a golf club
0:04:00 > 0:04:02or walking around the garden
0:04:02 > 0:04:04when I'm supposed to be taking part in a...
0:04:05 > 0:04:08..a meeting with a builder or a plumber or something because I'm just bored.
0:04:10 > 0:04:13It's almost like there's a little devil inside you that goes,
0:04:13 > 0:04:17"Ha-ha-ha, let's see how we can cock this up."
0:04:20 > 0:04:24It's as an adult that Rory's come to suspect he has ADHD.
0:04:27 > 0:04:30But typically, symptoms are strongest
0:04:30 > 0:04:32and most visible in children.
0:04:34 > 0:04:35Now can you see my face?
0:04:35 > 0:04:37Jayden is five years old.
0:04:37 > 0:04:38JAYDEN SCREAMS
0:04:38 > 0:04:43He's an extreme case and was diagnosed with ADHD aged just three.
0:04:45 > 0:04:50All day and every day, Jayden shows the core symptoms of ADHD.
0:04:52 > 0:04:53Inattentiveness...
0:04:54 > 0:04:56This is boring.
0:04:56 > 0:04:58..impulsive behaviour...
0:04:58 > 0:04:59Liar!
0:04:59 > 0:05:01..and hyperactivity.
0:05:03 > 0:05:07Not everyone with ADHD shows all these symptoms.
0:05:07 > 0:05:08But Jayden does.
0:05:10 > 0:05:13His mum, Emily, has tried all the parenting techniques...
0:05:13 > 0:05:14- No.- Let me go!
0:05:15 > 0:05:17..including the naughty step.
0:05:18 > 0:05:19All have failed.
0:05:20 > 0:05:23So, she's had to take drastic measures.
0:05:23 > 0:05:25So, we have to...
0:05:25 > 0:05:28We have a door alarm on Jayden's door for his own safety
0:05:28 > 0:05:31so that we know where he is at all times.
0:05:31 > 0:05:34If we didn't have this, he gets up in the middle of the night or in the
0:05:34 > 0:05:37early hours of the morning and will just do whatever he wants.
0:05:37 > 0:05:39He has been known to leave the house.
0:05:39 > 0:05:41ALARM BEEPS
0:05:41 > 0:05:44So, that when he opens the door...
0:05:44 > 0:05:45ALARM BEEPS
0:05:45 > 0:05:46Straight away.
0:05:50 > 0:05:51So that's quite fun.
0:05:51 > 0:05:54So this is Jayden's bedroom.
0:05:54 > 0:05:57We've lived here six months and he's already put a hole in the wall.
0:05:57 > 0:06:01He did that about three weeks after we moved in.
0:06:01 > 0:06:03He lost his temper.
0:06:03 > 0:06:05He's scribbled all over the walls.
0:06:07 > 0:06:09There's a hole in the floor.
0:06:09 > 0:06:14We had to put a lock on the window the night that we moved in.
0:06:14 > 0:06:17I woke up at three o'clock in the morning with this feeling,
0:06:17 > 0:06:19came running in here to see what he was doing
0:06:19 > 0:06:21and he'd tied his bedsheet
0:06:21 > 0:06:25to the window arch and was trying to abseil down the side of the house
0:06:25 > 0:06:28to get outside. He thinks that he can do anything.
0:06:28 > 0:06:30He's invincible.
0:06:30 > 0:06:31It's scary for us, really,
0:06:31 > 0:06:33because he's constantly doing things like that,
0:06:33 > 0:06:34the whole time.
0:06:36 > 0:06:39This is my daughter Skylar's bedroom.
0:06:39 > 0:06:42We had to put a combination lock on her bedroom door to stop Jayden
0:06:42 > 0:06:44getting in.
0:06:44 > 0:06:46It's like living in a prison.
0:06:49 > 0:06:51It's normally much more tidy than this, but...
0:06:52 > 0:06:56The damage on the wall. So whenever he can get in, if he gets a chance,
0:06:56 > 0:06:58he will get in and break her things.
0:06:58 > 0:07:01When he was about three or four, he would do things like urinate on her
0:07:01 > 0:07:03clothes just to get back at her.
0:07:03 > 0:07:07When he's angry, he doesn't care about other people.
0:07:07 > 0:07:11And as his behaviour's become more extreme, she's become very quiet,
0:07:11 > 0:07:14very reserved - depressed, I would say.
0:07:14 > 0:07:17She's depressed. I think it's really hard for her.
0:07:18 > 0:07:21At school, Jayden is also kept under lock and key.
0:07:21 > 0:07:23You're not allowed outside.
0:07:23 > 0:07:25Because they're mean!
0:07:25 > 0:07:27Mean teachers.
0:07:27 > 0:07:31He isn't allowed out to play because they feared that he'd run off.
0:07:31 > 0:07:34He's physically sort of locked into that room.
0:07:34 > 0:07:38He has to have two people escort him to the toilet at all times.
0:07:38 > 0:07:39Like, he cannot be left alone.
0:07:41 > 0:07:43The impact on the whole family is profound.
0:07:45 > 0:07:47I never get a break.
0:07:47 > 0:07:51Me and my husband never, ever spend time together.
0:07:51 > 0:07:54If we do, it's for very short periods of time.
0:07:54 > 0:07:56Parents of children with ADHD
0:07:56 > 0:08:00are three times more likely to divorce or separate.
0:08:00 > 0:08:01Yes!
0:08:01 > 0:08:03I feel trapped all the time.
0:08:04 > 0:08:08There are days when I will just sit at the end of the day and cry...
0:08:08 > 0:08:12and then you can go to sleep and it's a fresh start the next day.
0:08:14 > 0:08:18I think I just live with the fact that it can't get much worse.
0:08:18 > 0:08:20HE LAUGHS
0:08:20 > 0:08:24The number of people living with ADHD is surprisingly high.
0:08:24 > 0:08:29An estimated 5% of children and 3% of adults in the UK.
0:08:35 > 0:08:38Before Rory finds out if he has ADHD,
0:08:38 > 0:08:41he wants to know why people with ADHD behave the way they do.
0:08:42 > 0:08:45So, he's come to King's College in South London
0:08:45 > 0:08:48to see if looking at their brains can provide any answers.
0:08:49 > 0:08:53- Hi there.- Hi, Rory, very nice to meet you.- Good to see you.
0:08:53 > 0:08:56Professor Katya Rubia has spent much of her working life
0:08:56 > 0:08:58studying the ADHD brain.
0:08:59 > 0:09:03So, what I'm really keen to find out is, is an ADHD brain different?
0:09:03 > 0:09:06- Yeah.- How is it different?- Yeah, it is, in fact, very different,
0:09:06 > 0:09:09both in the structure of the brain and the function of the brain.
0:09:09 > 0:09:12So...you could say the hardware of the brain
0:09:12 > 0:09:14and the software of the brain,
0:09:14 > 0:09:16both is underdeveloped.
0:09:16 > 0:09:19OK. So, what are we looking at here?
0:09:19 > 0:09:20These are slices through the brain.
0:09:20 > 0:09:23Are we looking at the top down, as if the camera's here?
0:09:23 > 0:09:27Yes, this would be the top and then you go down.
0:09:27 > 0:09:30So this is around the eye level and this is the lower part.
0:09:30 > 0:09:33- Oh, I see.- They are horizontal cuts through the brain.
0:09:33 > 0:09:34It's an MRI image.
0:09:34 > 0:09:37- It's like brain carpaccio. - This is based...
0:09:37 > 0:09:38Yes, exactly.
0:09:38 > 0:09:41What jumps out are the yellow areas.
0:09:41 > 0:09:43What are we looking at there?
0:09:43 > 0:09:46So the yellow areas are areas which are smaller in ADHD
0:09:46 > 0:09:48compared to healthy controls.
0:09:48 > 0:09:52And the areas we found are most consistently smaller
0:09:52 > 0:09:56in structure are these frontal lobe regions,
0:09:56 > 0:09:59which is in the frontal part of the brain, and the basal ganglia,
0:09:59 > 0:10:03deep in the brain. The frontal lobe and the basal ganglia are connected.
0:10:03 > 0:10:07OK, so what do those parts of the brain actually do?
0:10:07 > 0:10:09These parts of the brain, they mediate many functions
0:10:09 > 0:10:13which are very important for mature adult behaviour.
0:10:13 > 0:10:15For example, the ability to self-restrain yourself,
0:10:15 > 0:10:17to inhibit yourself.
0:10:17 > 0:10:19And ADHD patients, they have problems with self-control.
0:10:19 > 0:10:22- Impulsive.- Impulsive, yeah, exactly.
0:10:22 > 0:10:25They're impulsive. They also mediate attention,
0:10:25 > 0:10:27they also have problems with timing behaviour.
0:10:29 > 0:10:32For example, you know, if you are impulsive,
0:10:32 > 0:10:35you do things prematurely, too early in time,
0:10:35 > 0:10:38and you don't consider the consequences of your act
0:10:38 > 0:10:41so you act on the spur of the moment and later you think.
0:10:41 > 0:10:43It's like having a filter, really,
0:10:43 > 0:10:46something that will stop you from doing something inappropriate
0:10:46 > 0:10:51- or saying something out of turn or interrupting.- Yes, exactly.
0:10:51 > 0:10:53The degree of inattention and impulsivity
0:10:53 > 0:10:55will vary from person to person.
0:10:55 > 0:10:58Just as the changes in brain structure will vary, too.
0:10:59 > 0:11:02So, I have an example of a test
0:11:02 > 0:11:05which we use to measure self-control in ADHD.
0:11:05 > 0:11:08And this task, the performance on this test
0:11:08 > 0:11:11is typically impaired in children with ADHD.
0:11:11 > 0:11:13So, it's called the stop task.
0:11:13 > 0:11:16- Do you want to try it? - Yeah, sure, absolutely.
0:11:17 > 0:11:18OK, right.
0:11:23 > 0:11:26If the arrow points left or right,
0:11:26 > 0:11:29Rory must press the corresponding button.
0:11:29 > 0:11:32But if the arrow points up,
0:11:32 > 0:11:34he must hold back and resist the urge to press.
0:11:36 > 0:11:37You see, I've cracked this.
0:11:37 > 0:11:40Oh, no, I thought I'd just got that. Ugh!
0:11:40 > 0:11:42It's a test of self-restraint.
0:11:42 > 0:11:45Not something Rory finds easy.
0:11:45 > 0:11:47- OK.- Getting better.
0:11:48 > 0:11:50I have to say, Katya, you have the perfect voice for this
0:11:50 > 0:11:53in the background saying, "No, you're not concentrating.
0:11:53 > 0:11:56"Please try a little bit harder."
0:11:57 > 0:12:00- IN STRONG ACCENT:- "That is ze point of ze exercise!"- Exactly.
0:12:00 > 0:12:02"We are testing."
0:12:02 > 0:12:04I'm so sorry, that was really very...
0:12:08 > 0:12:10It was incredibly rude of me.
0:12:10 > 0:12:12I know! Do people get upset with you?
0:12:12 > 0:12:13Yes.
0:12:13 > 0:12:17- SHE LAUGHS - But not for long.
0:12:18 > 0:12:19- OK.- I'm not surprised.
0:12:19 > 0:12:21See, it's impulsive behaviour.
0:12:21 > 0:12:24OK, the task is now finished.
0:12:25 > 0:12:28Despite Rory's efforts, it's not a test he can win.
0:12:29 > 0:12:34He's simply having a go at the task Katya uses during imaging studies.
0:12:34 > 0:12:36So, the task which you've just done,
0:12:36 > 0:12:40this is the typical task we do in an MRI scanner with children with
0:12:40 > 0:12:42ADHD and normal children,
0:12:42 > 0:12:45and then we compare the activity in the brain.
0:12:45 > 0:12:46So I can show you how it looks like.
0:12:48 > 0:12:50This is the results.
0:12:50 > 0:12:56What you see here is the activity in the brain of the healthy adolescent.
0:12:56 > 0:12:59So they activate, again, the frontal part of the brain
0:12:59 > 0:13:00and the basal ganglia.
0:13:00 > 0:13:04So, these connections are important for stopping your behaviour.
0:13:04 > 0:13:06These areas are less activated.
0:13:06 > 0:13:10They are activated in the healthy adolescents,
0:13:10 > 0:13:12but they're not activated in ADHD.
0:13:12 > 0:13:14So, you see, this is empty.
0:13:15 > 0:13:19- So, the part of the brain that would inhibit...- Yeah.
0:13:19 > 0:13:23..you from doing something wrong is simply missing.
0:13:23 > 0:13:27It's simply missing. Well, it's less activated, is less recruited.
0:13:27 > 0:13:30And that's why they are not good in the task.
0:13:30 > 0:13:33- MIMICS DONALD TRUMP:- That's a big assumption, by the way.
0:13:33 > 0:13:36But I do find you very attractive, so that's OK.
0:13:37 > 0:13:39That was me in character.
0:13:39 > 0:13:42- You're such a good Trump. Isn't he?- Yeah.
0:13:42 > 0:13:45- You should do a Trump one on TV. - AS TRUMP:- There's a line we have to draw.
0:13:45 > 0:13:50I do it all the time, by the way. So... OK.
0:13:56 > 0:14:00So, I think what really struck me there
0:14:00 > 0:14:03was I was expecting to see in an ADHD brain,
0:14:03 > 0:14:07I was expecting to see all sorts of activity -
0:14:07 > 0:14:12you know, all the fun and all the Catherine wheels and all that,
0:14:12 > 0:14:14and being able to say that, "Do you know what, actually,
0:14:14 > 0:14:19"we're so much more clever and we have so much more fun,"
0:14:19 > 0:14:23uh, and instead, there was kind of like a silence,
0:14:23 > 0:14:27saying, "Well, where is it? Where's all that stuff we need?
0:14:27 > 0:14:29"Where are the networks?
0:14:29 > 0:14:33"Where're all these things that typical people have?
0:14:33 > 0:14:35"Where is it?"
0:14:36 > 0:14:41These same questions about the fundamental origins of ADHD
0:14:41 > 0:14:43have puzzled scientists for years.
0:14:49 > 0:14:50So, Rory's come to Germany
0:14:50 > 0:14:53because it was here that some of the earliest
0:14:53 > 0:14:56efforts to understand ADHD were made.
0:15:00 > 0:15:03The very first-known description of ADHD
0:15:03 > 0:15:07appeared in a German textbook in 1775.
0:15:07 > 0:15:10But shortly after, there came a more entertaining version.
0:15:11 > 0:15:12In the 1840s,
0:15:12 > 0:15:16a celebrated German physician called Heinrich Hoffmann wrote and
0:15:16 > 0:15:20illustrated what became a very famous German children's book called
0:15:20 > 0:15:23Shockheaded Peter, bursting with weird and wonderful characters
0:15:23 > 0:15:24based on his patients.
0:15:24 > 0:15:28Like Johnny Head-in-Air, Cruel Frederick, and this one,
0:15:28 > 0:15:30Zappel-Philipp - Fidgety Philip.
0:15:30 > 0:15:35I wonder if there's any merit in reading it like Alan Bennett?
0:15:35 > 0:15:40It goes like this, "Let me see if Philip can be a little gentleman.
0:15:40 > 0:15:44"Let me see if he is able to sit still for once at t'table.
0:15:44 > 0:15:47"But Fidgety Phil, he won't sit still,
0:15:47 > 0:15:49"he wriggles and giggles and then,
0:15:49 > 0:15:53"I declare, swings backwards and forwards and tilts up his chair.
0:15:53 > 0:15:55"Down upon the ground they fall,
0:15:55 > 0:15:57"glasses, plates, knives, forks and all.
0:15:57 > 0:16:01"How Mama did fret and frown when she saw them tumbling down
0:16:01 > 0:16:05"and Papa made such a face. Philip is in sad disgrace."
0:16:07 > 0:16:11Scientists have been chasing an explanation for what causes ADHD
0:16:11 > 0:16:12for hundreds of years.
0:16:17 > 0:16:21But with 21st-century technology, they are now catching up.
0:16:24 > 0:16:26Rory has travelled to the Netherlands
0:16:26 > 0:16:31to meet someone who is searching for the fundamental cause of ADHD -
0:16:31 > 0:16:33by trying to identify the genes involved.
0:16:33 > 0:16:36Good to meet you.
0:16:36 > 0:16:37Nice to meet you.
0:16:37 > 0:16:41To do that, Professor Barbara Franke has turned to an animal
0:16:41 > 0:16:44that's rather easier to handle than humans.
0:16:44 > 0:16:46My lab is trying to understand the pathways
0:16:46 > 0:16:49that lead from genetics to ADHD
0:16:49 > 0:16:52and we are using, among others, flies for that.
0:16:52 > 0:16:53- Flies?!- Yes.
0:16:54 > 0:16:55- Seriously?- Yeah.
0:16:55 > 0:16:57Flies have ADHD?
0:16:57 > 0:16:59Well, they can have aspects of ADHD, yes.
0:16:59 > 0:17:03- Wow, this I must see. - OK, I'm going to show you.
0:17:06 > 0:17:08So, this is the fly lab,
0:17:08 > 0:17:11so we have to put a lab coat on in here.
0:17:11 > 0:17:14Ooh, I now become an expert.
0:17:14 > 0:17:16Right, trust me, I'm a doctor.
0:17:18 > 0:17:19So, here we are.
0:17:22 > 0:17:24This is the lab where we do our experiments.
0:17:24 > 0:17:25- Wow!- These are the flies.
0:17:25 > 0:17:28So... It looks like a spice rack.
0:17:28 > 0:17:32- What have we got here?- These are all Drosophila melanogaster.
0:17:32 > 0:17:35- This is the fruit fly. - So these are all flies?
0:17:35 > 0:17:37- Yes.- Are they alive flies?
0:17:37 > 0:17:40They are all alive, yeah. If you have a look.
0:17:41 > 0:17:47These are the little buggers you see in summer in your kitchen.
0:17:47 > 0:17:51They have some food down here and they stay there...
0:17:51 > 0:17:53- There's a very distinct smell in here.- Yeah.
0:17:53 > 0:17:56I was thinking it's not your perfume. What is it?
0:17:56 > 0:17:59- It's yeast.- It's yeast. - That's what they feed on.
0:17:59 > 0:18:01So, why flies?
0:18:01 > 0:18:05Because they are excellent models for genetic studies.
0:18:05 > 0:18:11So, the basic mechanisms of how the body works are very much overlapping
0:18:11 > 0:18:13between flies and humans.
0:18:13 > 0:18:14Do they...?
0:18:14 > 0:18:16Do they have an attention deficit
0:18:16 > 0:18:19or are you introducing it to them or are you taking a gene out?
0:18:19 > 0:18:23What are you doing to make this analysis?
0:18:23 > 0:18:25So, from the studies in humans,
0:18:25 > 0:18:30we know several of the genes that contribute to ADHD.
0:18:30 > 0:18:34What we're doing is to alter their expression in the fruit fly
0:18:34 > 0:18:36so we can dial up the activity
0:18:36 > 0:18:39or we can dial down the activity of this gene.
0:18:39 > 0:18:41Is it a particular...always the same...?
0:18:41 > 0:18:43Is it a particular genetic variation?
0:18:43 > 0:18:47No, so there are probably several thousands of genes
0:18:47 > 0:18:53that contribute to ADHD and we now know perhaps 20 to 30 of those.
0:18:53 > 0:18:56OK. So then, knowing that,
0:18:56 > 0:19:03you then manipulate that gene in a fly and analyse the behaviour?
0:19:03 > 0:19:05Yep. Absolutely.
0:19:05 > 0:19:07You're doing a really valuable job.
0:19:07 > 0:19:11- RORY IN HIGH-PITCHED COMIC VOICE: - Yeah, sure. Thanks very much.
0:19:15 > 0:19:18Barbara and her colleagues are trying to identify
0:19:18 > 0:19:20which of the known ADHD genes
0:19:20 > 0:19:24is associated with precisely which aspect of ADHD behaviour.
0:19:26 > 0:19:28Such as hyperactivity or inattention.
0:19:29 > 0:19:34So, they take groups of flies, each with a single gene altered,
0:19:34 > 0:19:36and see how that affects their behaviour.
0:19:40 > 0:19:42So, this is an experiment
0:19:42 > 0:19:46where we can measure distractibility in flies.
0:19:46 > 0:19:49I'll just get my head around THAT concept!
0:19:49 > 0:19:52So, flies can be... They have an attention span?
0:19:52 > 0:19:54- Oh, yes.- I know they've got a wingspan,
0:19:54 > 0:19:57- but an attention span? - Yes, they absolutely have.
0:19:57 > 0:20:02Attention is a very basic behaviour and you need it to survive.
0:20:02 > 0:20:05We're seeing if the gene that's been modified is actually responsible...
0:20:05 > 0:20:07Yeah, causing...
0:20:07 > 0:20:11So, what we see here is a maze in which flies have to decide
0:20:11 > 0:20:12to go left or right.
0:20:12 > 0:20:17We put the flies in here and then they are attracted by the light
0:20:17 > 0:20:21over here, so light is a very strong stimulus attracting flies,
0:20:21 > 0:20:25and they walk through the maze towards this attractor.
0:20:25 > 0:20:29But because we have a monitor here with stripes moving to one side...
0:20:30 > 0:20:34..some of them will get distracted, and the more they are distracted,
0:20:34 > 0:20:37the more they will move to the side where the stripes go.
0:20:37 > 0:20:40So, the impulse will always be to get toward the light.
0:20:40 > 0:20:41Yeah.
0:20:44 > 0:20:47As the flies move through the maze,
0:20:47 > 0:20:49some exit more to the left
0:20:49 > 0:20:51and some more to the right,
0:20:51 > 0:20:54and a machine counts how many take each path.
0:20:54 > 0:20:56- RORY IN COMIC VOICE: - I like to look at the white light.
0:20:56 > 0:20:58Oh, white light. Oh, green stripes.
0:20:58 > 0:21:00Green stripes on the floor.
0:21:00 > 0:21:02He does look very confused, this fly.
0:21:02 > 0:21:05Green stripes are pretty, pretty. Follow the green stripes.
0:21:05 > 0:21:07- RORY AS NORMAL: - So, what's the difference?
0:21:07 > 0:21:10How does a very distracted fly behave in this experiment?
0:21:11 > 0:21:18A distracted fly would follow this stimulus that moves to the left more
0:21:18 > 0:21:21than a non-distracted fly.
0:21:21 > 0:21:24- Oh, because that's the direction that the stripe is going in?- Yeah.
0:21:24 > 0:21:27But I see the fly's point, in a sense,
0:21:27 > 0:21:30it's like the floor beneath your feet is going off.
0:21:30 > 0:21:32I find my eyesight is constantly just going...
0:21:32 > 0:21:35- I'm always, yes...- Yep. - Distractible me.
0:21:37 > 0:21:39Barbara has already found one strain of flies
0:21:39 > 0:21:42who are significantly more distractible.
0:21:42 > 0:21:46Which means she's successfully confirmed at least one gene
0:21:46 > 0:21:48that can contribute to ADHD.
0:21:48 > 0:21:52- I could stand around here watching all day, but I must fly. - BARBARA LAUGHS
0:21:52 > 0:21:55- That was extraordinary.- OK.
0:21:56 > 0:21:59So, we've identified, or think we've identified
0:21:59 > 0:22:01some of the genes responsible.
0:22:01 > 0:22:03Does that mean that I could be
0:22:03 > 0:22:07or anyone could be genetically tested for ADHD?
0:22:07 > 0:22:09I wish that was the case, but...
0:22:09 > 0:22:12- Oh. no.- ..we cannot, we cannot, unfortunately.
0:22:12 > 0:22:15So, as I said, we have hundreds of thousands of genes
0:22:15 > 0:22:18that contribute and we know only a few of them yet.
0:22:20 > 0:22:22But there's another layer of complexity.
0:22:22 > 0:22:25Oh, dear. My brain's starting to hurt.
0:22:25 > 0:22:28Well, somebody once said that genes are not dictators,
0:22:28 > 0:22:32they are committees. So, genes are not everything that there is.
0:22:32 > 0:22:34There's also the environment,
0:22:34 > 0:22:37because the genes do not work in isolation,
0:22:37 > 0:22:40they will be influenced by the environment.
0:22:40 > 0:22:42So, we have environmental risk factors.
0:22:42 > 0:22:44For example, birth complications...
0:22:47 > 0:22:50..environmental toxins, maltreatment even,
0:22:50 > 0:22:56that increase your risk for ADHD and particularly do so if you also have
0:22:56 > 0:22:58genetic risk factors for ADHD.
0:22:58 > 0:23:00This is called gene-environment interaction.
0:23:03 > 0:23:07With so much science and yet so little certainty,
0:23:07 > 0:23:09Rory's feeling confused.
0:23:11 > 0:23:14I'm really struggling to understand all this,
0:23:14 > 0:23:16because every time I think I get it,
0:23:16 > 0:23:19it gets even more complicated.
0:23:20 > 0:23:23Even the scientists admit that, and they're the experts.
0:23:24 > 0:23:26But what do experts know?
0:23:42 > 0:23:46So, I've learned there are differences in the structure and the
0:23:46 > 0:23:50development of an ADHD brain,
0:23:50 > 0:23:52but these can be different in different people.
0:23:55 > 0:23:58Two people can have different abnormalities
0:23:58 > 0:24:00and yet both still have ADHD.
0:24:00 > 0:24:02And the same's true of symptoms.
0:24:02 > 0:24:03These vary from person to person.
0:24:05 > 0:24:07Some people are hyperactive,
0:24:07 > 0:24:10others might be impulsive and some inattentive.
0:24:12 > 0:24:14And then there are the genes.
0:24:14 > 0:24:19There are hundreds, possibly thousands of genes involved in ADHD.
0:24:19 > 0:24:22And different people can have totally different genes,
0:24:22 > 0:24:24but still all have ADHD.
0:24:27 > 0:24:29And on top of all that,
0:24:29 > 0:24:33there's no specific test, which is really frustrating.
0:24:40 > 0:24:41Rory needs some help.
0:24:43 > 0:24:45So, he's back in London to meet up
0:24:45 > 0:24:48with psychiatrist Professor Peter Hill
0:24:48 > 0:24:51for a science lesson with a twist.
0:24:55 > 0:24:58So, Peter, this is all very confusing, or is it just me?
0:24:58 > 0:25:01No, it's not you at all - it is complex.
0:25:01 > 0:25:03It's a complicated interaction
0:25:03 > 0:25:05between a number of issues and areas.
0:25:05 > 0:25:10People used to think there was one cause of ADHD and we now know that
0:25:10 > 0:25:13actually it's nothing like as simple as that.
0:25:13 > 0:25:15There isn't a single gene that causes it.
0:25:15 > 0:25:18There isn't a single neural network that isn't functioning.
0:25:18 > 0:25:23It is indeed an interplay of multiplicities of all those things.
0:25:23 > 0:25:26OK, so how can we simplify it?
0:25:26 > 0:25:31I wonder if I could use a metaphor and do a bit of cooking just to show
0:25:31 > 0:25:33you what might be going on.
0:25:33 > 0:25:35HE CHUCKLES
0:25:40 > 0:25:43Are you going to take ALL your clothes off?
0:25:43 > 0:25:45Well, why not? That's your cue for the Naked Chef.
0:25:45 > 0:25:47I'll do the jokes!
0:25:47 > 0:25:50I'll go into my Antony Worrall Thompson mode.
0:25:50 > 0:25:52Do you want some help tying that up?
0:25:54 > 0:25:58What I want to do first is make a gingerbread cake
0:25:58 > 0:26:00according to a standard recipe.
0:26:00 > 0:26:03OK, so this is still to do with ADHD, is it?
0:26:04 > 0:26:06- All will be revealed.- OK.
0:26:06 > 0:26:08I will start with a load of sugar.
0:26:08 > 0:26:10A very specific...
0:26:10 > 0:26:13This is a health-related programme, of course!
0:26:13 > 0:26:17- All extremely healthy. - You don't get Ainsley Harriott saying, "Just a load of sugar."
0:26:17 > 0:26:20- It's like, how much?- This is a lot.
0:26:20 > 0:26:23OK, a load of sugar, a lump of butter.
0:26:23 > 0:26:24And an awful lot
0:26:24 > 0:26:26- of black treacle. - Why are we doing this?
0:26:26 > 0:26:29We're going to make a gingerbread cake,
0:26:29 > 0:26:32which represents an ordinary person
0:26:32 > 0:26:34who does not have ADHD.
0:26:34 > 0:26:37OK. So this is all the right ingredients in the right order.
0:26:37 > 0:26:40Absolutely. Just as the recipe says.
0:26:40 > 0:26:44Lots of flour. You can't make a cake without flour.
0:26:44 > 0:26:45Those will go in as well.
0:26:46 > 0:26:48This, I can cope with.
0:26:48 > 0:26:49And some eggs into the mix.
0:26:51 > 0:26:54Having followed the recipe strictly for the first cake,
0:26:54 > 0:26:57for the next, they change things slightly.
0:26:57 > 0:27:00This time, although we're going to use the same ingredients,
0:27:00 > 0:27:02we're going to cook it for less long.
0:27:04 > 0:27:06So cake number three?
0:27:06 > 0:27:08We're still going to make a gingerbread cake
0:27:08 > 0:27:11but on this occasion we're not putting in any bicarb
0:27:11 > 0:27:13and we're not putting in any eggs.
0:27:13 > 0:27:16So there are things missing from the ingredients.
0:27:17 > 0:27:19- Right, cake number four. - OK, cake number four.
0:27:19 > 0:27:21We are still making a ginger cake
0:27:21 > 0:27:24but we're not putting in eggs and we're not putting in any spices.
0:27:24 > 0:27:26I think there's a series in this.
0:27:26 > 0:27:29- It's like... Can't Cook, Can't Cook Either.- No!
0:27:29 > 0:27:31THEY CHUCKLE
0:27:33 > 0:27:36Going to make a little sabayon here.
0:27:38 > 0:27:41Once they're all mixed, they each go into the oven.
0:27:45 > 0:27:47This is like The Holy Grail.
0:27:47 > 0:27:51HE CLIP-CLOPS AND NEIGHS LIKE A HORSE
0:27:51 > 0:27:52Time to stop cooking.
0:27:57 > 0:27:59Right, so time to get these out.
0:27:59 > 0:28:02- Beautiful smell.- Smells good.
0:28:02 > 0:28:04Gorgeous, isn't it?
0:28:04 > 0:28:06Right. That's number one.
0:28:06 > 0:28:09Yours smells miles better than mine.
0:28:09 > 0:28:12That's because yours hasn't got the spice in.
0:28:12 > 0:28:14- That is still runny.- Yep.
0:28:15 > 0:28:17Now, this is real cookery.
0:28:17 > 0:28:21Burnt fingers, the smell of singed flesh,
0:28:21 > 0:28:23in association with a delicate aroma.
0:28:23 > 0:28:26Now, these are all gingerbread men.
0:28:26 > 0:28:29Nobody would see them as anything but gingerbread men.
0:28:29 > 0:28:32This is the original, typical gingerbread man.
0:28:32 > 0:28:36Well risen, with all the ingredients well cooked.
0:28:36 > 0:28:40This is a less successful gingerbread man in terms of cooking.
0:28:40 > 0:28:43It has not yet achieved the right texture.
0:28:43 > 0:28:46OK. Cashier number three, please.
0:28:46 > 0:28:48This one has fewer ingredients.
0:28:48 > 0:28:51It's lacking key ingredients - in this case, eggs.
0:28:51 > 0:28:54So its texture is really not great.
0:28:54 > 0:28:56It's not so good.
0:28:56 > 0:29:00The same is true for this rather flatter and paler gingerbread man
0:29:00 > 0:29:02which lacks certain other ingredients.
0:29:02 > 0:29:06In fact, in this case it lacks the ginger, it lacks the bicarb,
0:29:06 > 0:29:08and it's just not as interesting.
0:29:08 > 0:29:12So looking at those, give or take a few characteristics,
0:29:12 > 0:29:14they are recognisable
0:29:14 > 0:29:17but there are any number of factors that could be different.
0:29:17 > 0:29:20So what has that to do with ADHD?
0:29:20 > 0:29:21Well, I would see these two over here,
0:29:21 > 0:29:24the ones that lack different sets of ingredients -
0:29:24 > 0:29:26they are different sets of ingredients
0:29:26 > 0:29:28although they are still gingerbread men -
0:29:28 > 0:29:33as illustrating the impact of the genetic influences.
0:29:33 > 0:29:35The genes that are missing
0:29:35 > 0:29:38or present in stopping things developing.
0:29:38 > 0:29:41So different sets of genes here, different ingredients.
0:29:41 > 0:29:44Different sets of genes here, different ingredients.
0:29:44 > 0:29:47But this is different because of the cooking.
0:29:47 > 0:29:51It is as if it has not had enough growth experience.
0:29:51 > 0:29:56So, for example, babies who are born very, very early indeed
0:29:56 > 0:29:57are at greater risk.
0:29:57 > 0:30:00Not all, but they are at greater risk of getting ADHD.
0:30:00 > 0:30:03- Oh, right.- So this is environment and this is genetic difference.
0:30:03 > 0:30:06These two are still perfectly edible.
0:30:06 > 0:30:09They just function in a slightly different way from these because
0:30:09 > 0:30:11they have different characteristics.
0:30:11 > 0:30:13That's in the make-up, the way they were cooked,
0:30:13 > 0:30:16- and in the ingredients or genes that they have.- Yes.
0:30:16 > 0:30:17There are so many ingredients
0:30:17 > 0:30:20that might be missing or that might be added,
0:30:20 > 0:30:22and there are so many ways of cooking,
0:30:22 > 0:30:24that this illustrates a little bit
0:30:24 > 0:30:28of the complexity about gene and environment interactions
0:30:28 > 0:30:30and contributions.
0:30:30 > 0:30:33Genes and environment always interact.
0:30:33 > 0:30:34So there we are, gingerbread men.
0:30:34 > 0:30:37I think this is the only science programme
0:30:37 > 0:30:38with both a helpline and a recipe sheet
0:30:38 > 0:30:40available on the website.
0:30:42 > 0:30:43Mary Berry, eat your heart out.
0:30:45 > 0:30:48So just like the interplay of the ingredients and cooking
0:30:48 > 0:30:52in gingerbread, genes and experience interact in each person,
0:30:52 > 0:30:56creating slightly different versions of ADHD in each.
0:30:58 > 0:31:02Now Rory has got to grips with the science of ADHD,
0:31:02 > 0:31:05the big question is whether he has it himself.
0:31:05 > 0:31:08So today, he's going for a diagnosis.
0:31:13 > 0:31:16This is actually something I've wanted to do ever since I first suspected
0:31:16 > 0:31:20I might have ADHD, but now it's coming to a diagnosis, I feel strangely
0:31:20 > 0:31:22nervous and apprehensive.
0:31:22 > 0:31:26My brain is running all over the place and I don't kind of really know
0:31:26 > 0:31:28what's going to happen.
0:31:28 > 0:31:29'Second floor.'
0:31:31 > 0:31:34He's going to meet psychiatrist and ADHD specialist
0:31:34 > 0:31:36Professor Phil Asherson.
0:31:36 > 0:31:38- Phil.- Oh, hi.
0:31:38 > 0:31:41- Lovely to see you, Rory. - Thank you for doing this.
0:31:41 > 0:31:43Thank you so much for coming in today.
0:31:43 > 0:31:44Not at all. I don't know what to expect.
0:31:44 > 0:31:46Well, we're going to spend the day
0:31:46 > 0:31:48doing a full diagnostic assessment of ADHD.
0:31:48 > 0:31:50- OK. - So it's quite a detailed assessment.
0:31:50 > 0:31:53I'm just going to start by giving you these rating scales.
0:31:53 > 0:31:55It will take you about 15 minutes.
0:31:55 > 0:31:57I'll come back and we'll talk about it then.
0:31:57 > 0:31:59It might take me a bit longer.
0:32:00 > 0:32:02I think my mind is wandering already.
0:32:02 > 0:32:03Let's see how we go.
0:32:03 > 0:32:05- OK.- Thank you. I'll see you shortly.
0:32:07 > 0:32:10I'm never going to concentrate through all this!
0:32:14 > 0:32:19So, this is a two-way mirror, so we can see Rory, but he can't see us.
0:32:19 > 0:32:23"Excessive or inappropriate use of internet, video games or TV."
0:32:24 > 0:32:27We know there are various deficits,
0:32:27 > 0:32:30various things we can look at in the brain,
0:32:30 > 0:32:33we can measure in the blood, linked to ADHD,
0:32:33 > 0:32:36but they are still not at the point where we can use them as a clinical test.
0:32:36 > 0:32:39In the absence of a biological test,
0:32:39 > 0:32:42they have to take a more low-tech approach.
0:32:42 > 0:32:44When making the diagnosis of ADHD,
0:32:44 > 0:32:46we often use the ratings scales in the first step,
0:32:46 > 0:32:52partly to screen for ADHD and to see what symptoms he feels he has,
0:32:52 > 0:32:55and to get some idea of the severity of these things,
0:32:55 > 0:33:00but the next step would be to review those questions and the answers
0:33:00 > 0:33:02in a very detailed way
0:33:02 > 0:33:04and get a very clear description of the kind of symptoms
0:33:04 > 0:33:07and to make sure that it really is a problem
0:33:07 > 0:33:10with attention regulation and attention deficit
0:33:10 > 0:33:15that is underpinning and causing the problems that he's reporting.
0:33:17 > 0:33:22Once Rory has completed the rating scales, Phil begins the interview.
0:33:22 > 0:33:25One of the interesting things I notice from the rating scales
0:33:25 > 0:33:28you've filled in was first of all that you scored
0:33:28 > 0:33:32yourself as having many more symptoms as a child,
0:33:32 > 0:33:35and then, with your ratings for how you are now,
0:33:35 > 0:33:38where it does seem to be having a big impact on you is in the way
0:33:38 > 0:33:41you kind of feel and think about yourself.
0:33:41 > 0:33:43Your ability to function.
0:33:43 > 0:33:46So for you, it may be the impact is not so much in work,
0:33:46 > 0:33:48but actually outside of the work setting.
0:33:48 > 0:33:52- And balancing it, I think.- I don't know what you think about that idea.
0:33:52 > 0:33:53Does that make sense to you?
0:33:53 > 0:33:55I do recognise that, because work does give me a focus
0:33:55 > 0:33:57and work gives me a routine.
0:33:57 > 0:34:00Work, when you are doing something against a deadline,
0:34:00 > 0:34:04is less of a problem. It's when I haven't got an outside focus,
0:34:04 > 0:34:08when I haven't got a routine, that it can go to pieces.
0:34:08 > 0:34:10What about simple things like reading a book?
0:34:10 > 0:34:14When you're reading a book, can you read a book right through,
0:34:14 > 0:34:15or is that difficult?
0:34:15 > 0:34:19I find it difficult to read a book unless I'm totally concentrating.
0:34:19 > 0:34:22As often as not, I'll start to read a book and then I have to
0:34:22 > 0:34:26reread it and read again, and then it won't make sense.
0:34:28 > 0:34:30After several hours of discussion,
0:34:30 > 0:34:34Rory is about to find out whether he has ADHD.
0:34:34 > 0:34:39- AS BIG BROTHER NARRATOR: - ADHD diagnosis, day eight.
0:34:39 > 0:34:43So, I think on the basis of the information you've given me so far,
0:34:43 > 0:34:47I think it's highly likely that you have ADHD.
0:34:47 > 0:34:52When I looked at your rating scales, you scored yourself as having
0:34:52 > 0:34:55all of the symptoms - nine out of nine inattentive,
0:34:55 > 0:34:59nine out of nine hyperactive, impulsive symptoms as a child.
0:34:59 > 0:35:03And also, you scored yourself as being very impaired in
0:35:03 > 0:35:06a wide range of different situations.
0:35:06 > 0:35:09To me, you seem to describe significant problems
0:35:09 > 0:35:14with focusing, keeping on track, being disorganised,
0:35:14 > 0:35:16sustaining your attention.
0:35:16 > 0:35:18When you are not under pressure,
0:35:18 > 0:35:20when you are not doing something that you really want to do,
0:35:20 > 0:35:23- is very difficult for you.- Mm-hm.
0:35:23 > 0:35:26It's an answer at last -
0:35:26 > 0:35:29a confirmation of what Rory always suspected.
0:35:32 > 0:35:37But the next day, Rory is feeling less comfortable about the diagnosis.
0:35:39 > 0:35:41To some extent, that diagnosis was
0:35:41 > 0:35:44an admission of failure in many aspects of my life.
0:35:44 > 0:35:49It turns out that being confronted with the reality of it,
0:35:49 > 0:35:54and a list of things which in many senses are failings,
0:35:54 > 0:35:57and the kind of exposure of many things
0:35:57 > 0:36:00that show that you can't really handle
0:36:00 > 0:36:02or manage lots of aspects of your life,
0:36:02 > 0:36:08is more, um, more overwhelming than I thought.
0:36:08 > 0:36:13But for people who do have ADHD, there are ways of dealing with it,
0:36:13 > 0:36:16and that can begin with the environment you live in.
0:36:17 > 0:36:21It seems that the very worst environment for ADHD might be
0:36:21 > 0:36:23our very own 21st-century world.
0:36:24 > 0:36:27Modern life has gotten repetitive,
0:36:27 > 0:36:30too dull or too repetitive, redundant,
0:36:30 > 0:36:34and as a result, mundane or boring.
0:36:35 > 0:36:37Salif Mahamane is studying
0:36:37 > 0:36:40how our physical environment affects our attention.
0:36:40 > 0:36:43We do the same things, day in and day out.
0:36:43 > 0:36:47Often we'll go from a small house to a small office and we do
0:36:47 > 0:36:48the same things day in and day out,
0:36:48 > 0:36:52stopping maybe at the grocery store and then going home.
0:36:52 > 0:36:54And those are the things
0:36:54 > 0:36:59that just don't really do it for people who have ADHD.
0:36:59 > 0:37:02Salif believes the problem is that an urban,
0:37:02 > 0:37:06indoors environment is lacking spontaneity or surprises.
0:37:06 > 0:37:09Anything that's going to happen in indoor environments
0:37:09 > 0:37:10is going to be caused by you.
0:37:10 > 0:37:14You have to make that thing happen, as opposed to interesting things
0:37:14 > 0:37:16happening around you.
0:37:16 > 0:37:19And Salif should know -
0:37:19 > 0:37:20he has ADHD himself.
0:37:22 > 0:37:23It was kind of weird,
0:37:23 > 0:37:26it was very ironic that I actually study attention
0:37:26 > 0:37:30and turned out to have ADHD myself.
0:37:30 > 0:37:33When I'm inside, I feel like a caged animal.
0:37:33 > 0:37:35I just want to get outside.
0:37:43 > 0:37:45When I come outside, I feel much more alive.
0:37:45 > 0:37:48I think in modern life, that is focused on being indoors,
0:37:48 > 0:37:50we become really out of touch
0:37:50 > 0:37:52with the environment that we are adapted for.
0:37:56 > 0:37:58Salif believes that by changing his environment,
0:37:58 > 0:38:00he can transform his mental focus.
0:38:03 > 0:38:06It feels a lot better to be outside.
0:38:07 > 0:38:10There are so many different things going on that I can hear.
0:38:10 > 0:38:12Birds chirping,
0:38:12 > 0:38:15I can hear a small rustling.
0:38:17 > 0:38:18The wind and the raindrops.
0:38:20 > 0:38:21It feels a lot more...
0:38:23 > 0:38:25..I wanted to say natural.
0:38:25 > 0:38:27It feels more natural for me as a person.
0:38:27 > 0:38:28This is where I thrive.
0:38:30 > 0:38:32According to Salif, there is a reason for that.
0:38:35 > 0:38:39All of human evolution took place in a natural environment.
0:38:39 > 0:38:42So, our attentional mechanisms,
0:38:42 > 0:38:45just like the rest of our brains and our bodies,
0:38:45 > 0:38:47are adapted for that environment.
0:38:47 > 0:38:49Therefore, it is not surprising
0:38:49 > 0:38:51that it is good for everybody's ability to
0:38:51 > 0:38:56focus attention to be outside, and especially for people with ADHD.
0:38:56 > 0:39:01Outdoor environments have been shown to reduce ADHD symptoms in a number
0:39:01 > 0:39:03of studies, but more than that,
0:39:03 > 0:39:05Salif believes that people with ADHD
0:39:05 > 0:39:09are actually more in tune with these surroundings.
0:39:09 > 0:39:14Some scientists think that people with ADHD were more
0:39:14 > 0:39:19explorative, and pursuing their thirst for novelty and curiosities,
0:39:19 > 0:39:21would have pushed further to find
0:39:21 > 0:39:23resources and things like that
0:39:23 > 0:39:26during a hunting and gathering lifestyle.
0:39:26 > 0:39:29So, we would have been more the pathfinders.
0:39:30 > 0:39:35And it turns out that while that might be a very useful role to play,
0:39:35 > 0:39:38it's potentially also a very dangerous one.
0:39:42 > 0:39:45Rory is going to meet someone who believes that rather than being
0:39:45 > 0:39:48just pathfinders during human evolution...
0:39:48 > 0:39:50- Jonathan, hello. - Nice to meet you.- And you.
0:39:50 > 0:39:53What a wonderful room, it really is.
0:39:53 > 0:39:58..people with ADHD might also have acted like minesweepers.
0:39:58 > 0:40:00I did wonder, why hadn't these genes died out?
0:40:00 > 0:40:02It didn't really make sense.
0:40:02 > 0:40:05I think we need to have people like this around.
0:40:05 > 0:40:08Somebody with ADHD is typically best
0:40:08 > 0:40:11at making mistakes,
0:40:11 > 0:40:12doing dangerous things,
0:40:12 > 0:40:15and then all of society around him learns
0:40:15 > 0:40:17from the cost of those errors.
0:40:17 > 0:40:19So, can you give us examples of that risk-taking?
0:40:19 > 0:40:23One of the best examples I can think of are sharks.
0:40:23 > 0:40:24It's a few thousand years ago.
0:40:24 > 0:40:27Suppose there was a little village here
0:40:27 > 0:40:31and a boy decides to go swimming in the ocean. It's terribly hot.
0:40:31 > 0:40:35And a shark comes along and eats him.
0:40:35 > 0:40:36OK.
0:40:36 > 0:40:38Major disaster.
0:40:38 > 0:40:42Now, that's not just a tragedy for him,
0:40:42 > 0:40:44it's not just a tragedy for his family,
0:40:44 > 0:40:46this is major for his village.
0:40:46 > 0:40:48News will travel like wildfire.
0:40:48 > 0:40:51All the parents in that village will be keeping their kids from swimming
0:40:51 > 0:40:55in the sea and the information will spread to neighbouring villages
0:40:55 > 0:41:00up and down the coast. So this one boy's tragic death has led to major
0:41:00 > 0:41:02improvements in safety
0:41:02 > 0:41:05for potentially hundreds of people living along
0:41:05 > 0:41:07this part of the coast.
0:41:07 > 0:41:08So, it has alerted us to the risk?
0:41:08 > 0:41:12Absolutely. Suppose there is another village over here, which is full of
0:41:12 > 0:41:15people who are all very, very similar to each other -
0:41:15 > 0:41:20highly predictable people who like doing things together.
0:41:20 > 0:41:21Now, what happens is one day,
0:41:21 > 0:41:24they decide to all swim in the sea together,
0:41:24 > 0:41:28but unfortunately, they all get eaten by sharks.
0:41:28 > 0:41:31- Mm-hm.- OK? The entire village has disappeared
0:41:31 > 0:41:33off the face of the Earth.
0:41:33 > 0:41:36Now, if the entire village disappears,
0:41:36 > 0:41:39the information can't spread,
0:41:39 > 0:41:43there's this terrible waste of human life caused by the fact
0:41:43 > 0:41:45that they were too homogenous.
0:41:45 > 0:41:48What they needed instead was to be like these villages, where people
0:41:48 > 0:41:52act as individuals when they are doing risky things.
0:41:52 > 0:41:57That means there have to be small proportions of people in any society
0:41:57 > 0:41:59- doing risky things.- Mm-hm.
0:41:59 > 0:42:02So if you look at a map nowadays on the internet,
0:42:02 > 0:42:04you can find a worldwide map
0:42:04 > 0:42:06of all the shark attacks in the last ten years.
0:42:06 > 0:42:09None of it is information that has been collected
0:42:09 > 0:42:12in an organised, pre-planned way.
0:42:12 > 0:42:14It has been found out by individuals the hard way?
0:42:14 > 0:42:19That's right, and a disproportionate number of them would have had ADHD.
0:42:19 > 0:42:23I think evolution has created a subset,
0:42:23 > 0:42:25an important subpopulation of human beings,
0:42:25 > 0:42:29that try out risky things for the benefit of everybody else.
0:42:29 > 0:42:32It's almost like an image of, I don't know,
0:42:32 > 0:42:33First World War trenches,
0:42:33 > 0:42:35and they need to know where the German positions are.
0:42:35 > 0:42:37So the sergeant says,
0:42:37 > 0:42:41"Perkins, would you mind standing up and walking over there?"
0:42:41 > 0:42:42Boom!
0:42:42 > 0:42:44And it's not great for Perkins,
0:42:44 > 0:42:46but I suppose the rest of the company will know
0:42:46 > 0:42:49where the German positions are.
0:42:49 > 0:42:51Absolutely, but the typical person with ADHD
0:42:51 > 0:42:54is not going to wait to be told,
0:42:54 > 0:42:57but would be deciding to run off and have a little look,
0:42:57 > 0:43:00- because he's bored. - He'll just do it himself!
0:43:00 > 0:43:04- Absolutely.- "I'm so bored, I'm just going to walk into enemy gunfire."
0:43:04 > 0:43:07"OK, well, I'm terribly sorry, Perkins.
0:43:07 > 0:43:09"Look, there he is. Well, let that be a lesson to you.
0:43:09 > 0:43:11"That's ADHD, chaps.
0:43:11 > 0:43:13"Now, let's play football."
0:43:13 > 0:43:17While ADHD might have been good for societies in the past,
0:43:17 > 0:43:20in our modern world, it's arguably much less useful,
0:43:20 > 0:43:22which can be a problem.
0:43:24 > 0:43:26The desire to take risks can lead
0:43:26 > 0:43:30people with ADHD into trouble and even crime.
0:43:30 > 0:43:33Amy Sweet is a talented hockey player
0:43:33 > 0:43:36who had hopes of playing for her country.
0:43:36 > 0:43:39I used to play for Avon County when I was 16
0:43:39 > 0:43:42and trained with the West of England squad.
0:43:42 > 0:43:46But severe ADHD put a stop to Amy's dreams
0:43:46 > 0:43:49when she started acting unpredictably.
0:43:51 > 0:43:572013, I decided I would go and graffiti a shopping centre.
0:43:57 > 0:43:59I just went down
0:43:59 > 0:44:03and just was walking around really bored and decided
0:44:03 > 0:44:06I was going to put my name on the metal posts.
0:44:08 > 0:44:09This is where I done the graffiti.
0:44:09 > 0:44:14I used a marker pen, it was just something I did in a moment.
0:44:15 > 0:44:19Amy was arrested and taken to court, where she was issued with an ASBO,
0:44:19 > 0:44:21or antisocial behaviour order.
0:44:23 > 0:44:25It's not the first time Amy has been in trouble.
0:44:28 > 0:44:31This is my folder of letters from the police.
0:44:31 > 0:44:36This is about when I went to court for the antisocial behaviour order.
0:44:36 > 0:44:40This is the community payback, when I had to do community service.
0:44:40 > 0:44:43This letter is an acceptable behaviour contract -
0:44:43 > 0:44:46me and a police officer agreed that I would not do certain behaviours
0:44:46 > 0:44:48in a public place.
0:44:48 > 0:44:50This one is to say that I had breached
0:44:50 > 0:44:52the acceptable behaviour contract.
0:44:52 > 0:44:55This one is from the police,
0:44:55 > 0:45:00saying that I threw snowballs at a police community support officer.
0:45:00 > 0:45:04This one is when I was charged when I bit my dad on the thumb,
0:45:04 > 0:45:06when I was charged with common assault.
0:45:06 > 0:45:09This one is for my criminal damage, when I smashed a window,
0:45:09 > 0:45:13and arson, when I set fire to some bins.
0:45:13 > 0:45:16And this one is the community order for one year.
0:45:16 > 0:45:20Amy's misdemeanours are always of this same, impulsive type,
0:45:20 > 0:45:22as her dad has noticed.
0:45:22 > 0:45:24At the time, I don't think I do worry,
0:45:24 > 0:45:27but now, maybe looking back, yeah.
0:45:27 > 0:45:29You just used to live in the there and then, didn't you?
0:45:29 > 0:45:31- Yeah.- It was...
0:45:31 > 0:45:35She'd do something - after, she'd be very sorry, always.
0:45:35 > 0:45:36Never, like, "I don't care" -
0:45:36 > 0:45:39she was always sorry after the event,
0:45:39 > 0:45:42cos it would sink in, what she'd done.
0:45:42 > 0:45:46The link between ADHD and offending is extremely complex.
0:45:46 > 0:45:49Not everyone with ADHD is an offender,
0:45:49 > 0:45:52but there is an association.
0:45:52 > 0:45:55Whilst only 3% of adults have ADHD,
0:45:55 > 0:45:59amongst prison inmates, that figure is closer to 30%.
0:45:59 > 0:46:03And their offences do tend to be of a certain impulsive type,
0:46:03 > 0:46:05such as shoplifting and speeding.
0:46:06 > 0:46:08Sometimes I just wish, not I was normal,
0:46:08 > 0:46:11but I wish I could make decisions before I do something.
0:46:11 > 0:46:15But one thing has enabled Amy to get her behaviour under control.
0:46:17 > 0:46:20I take this medication every morning, when I get up.
0:46:20 > 0:46:24It helps me improve my concentration and stay focused.
0:46:24 > 0:46:26It has made a big difference in my life.
0:46:28 > 0:46:31I think sometimes, with the medication,
0:46:31 > 0:46:34it's allowed me a lot more to think before I do something.
0:46:36 > 0:46:38While Amy is not playing at the same level as before,
0:46:38 > 0:46:41she's back on the pitch.
0:46:41 > 0:46:46I can go and release my anger or stress, but also release all
0:46:46 > 0:46:49my energy, and channel it into something good.
0:46:51 > 0:46:55Medication has helped Amy get her life back on track.
0:46:55 > 0:46:58But because everyone's biology is different,
0:46:58 > 0:47:00it doesn't work for everyone.
0:47:05 > 0:47:09One of the key problems faced by people with ADHD
0:47:09 > 0:47:11is controlling their attention.
0:47:12 > 0:47:15Multiple thoughts slide around in different directions,
0:47:15 > 0:47:17all at the same time.
0:47:18 > 0:47:22The challenge is to focus and keep thoughts along one single track.
0:47:24 > 0:47:26So, Rory's gone back to Germany,
0:47:26 > 0:47:29this time to the University of Tubingen,
0:47:29 > 0:47:33where they're working on a promising new technique called neurofeedback.
0:47:33 > 0:47:35- Friederike!- Hi, good morning, nice to meet you.
0:47:35 > 0:47:38Good to meet you. And you. So, what is it you do here?
0:47:38 > 0:47:41The idea is to train the unruly ADHD brain
0:47:41 > 0:47:43in the art of controlling attention.
0:47:45 > 0:47:48Friederike Blume is one of the lead researchers on the project.
0:47:48 > 0:47:51So, in really simple terms...
0:47:51 > 0:47:52- Mm-hmm.- ..what are we doing here?
0:47:52 > 0:47:55What does this do, in really simple terms?
0:47:55 > 0:47:57In really simple terms,
0:47:57 > 0:47:59you will be able to voluntarily control
0:47:59 > 0:48:02- the activity of your brain. - OK, right.
0:48:02 > 0:48:04And that's your last patient?
0:48:04 > 0:48:06No, that's not our last patient!
0:48:06 > 0:48:08- So, I'm going to put this thing on? - Yes.
0:48:08 > 0:48:09Oh, right, so...
0:48:09 > 0:48:11OK. This is like going to the hairdresser.
0:48:13 > 0:48:16By measuring oxygen in the blood at the surface of Rory's brain,
0:48:16 > 0:48:18the cap will detect which areas are most active...
0:48:18 > 0:48:21You're not going to electrocute me, are you?
0:48:21 > 0:48:24Oh, my God, silence - that means you are!
0:48:24 > 0:48:26..and so, whether he's concentrating.
0:48:26 > 0:48:28Feels like Cinderella.
0:48:28 > 0:48:29It DOES fit!
0:48:32 > 0:48:35To start the training, Rory enters a virtual world.
0:48:37 > 0:48:41- Right, so... So, I'm now sitting in a classroom...- Yes.
0:48:41 > 0:48:43..in the second row of a classroom.
0:48:43 > 0:48:46That's my... That's weird, because that's my desk.
0:48:46 > 0:48:49Oh, god! I've got a pupil next to me!
0:48:50 > 0:48:53Just extraordinary!
0:48:53 > 0:48:56OK. Now, as soon as we start the training,
0:48:56 > 0:48:59you will see an arrow on the blackboard either pointing upwards
0:48:59 > 0:49:01or downwards. When it points upwards,
0:49:01 > 0:49:05your job is to increase the lighting in the classroom.
0:49:05 > 0:49:07And when the arrow's pointing downwards,
0:49:07 > 0:49:10then you have to decrease lighting in the classroom.
0:49:10 > 0:49:12So, how do I do that?
0:49:12 > 0:49:15Many children and adults think about something nice,
0:49:15 > 0:49:17or about something not so nice.
0:49:17 > 0:49:23- And you're now allowed to explore and see what strategies work.- Wow!
0:49:23 > 0:49:28- OK?- Right.- Right, then, we start the training.
0:49:28 > 0:49:31Thinking nice and not-nice thoughts
0:49:31 > 0:49:34is just one example of how to control the light.
0:49:34 > 0:49:36What's crucial is to learn
0:49:36 > 0:49:39the feeling of purposefully switching on
0:49:39 > 0:49:41and having control over his thoughts.
0:49:42 > 0:49:47First, the arrow points up, so Rory conjures positive thoughts.
0:49:47 > 0:49:52I'm thinking about the first tee at St Andrews on a beautiful day,
0:49:52 > 0:49:54with the golf course in front of me,
0:49:54 > 0:49:57and excited and with friends and looking forward to that -
0:49:57 > 0:49:59holding that image in my head.
0:49:59 > 0:50:04The cap detects which areas of Rory's brain are activated, and how much,
0:50:04 > 0:50:08which in turn is related to how much he's concentrating.
0:50:08 > 0:50:12This feeds back into the VR system to raise the lights in the classroom.
0:50:12 > 0:50:16COMPUTER SPEAKS GERMAN AND RORY REPEATS
0:50:16 > 0:50:18Ooh, that's exceptional!
0:50:18 > 0:50:22An encouraging comment and smiley face provide extra feedback
0:50:22 > 0:50:24when the lights are successfully raised.
0:50:25 > 0:50:28So, what we'd probably tell a child
0:50:28 > 0:50:32is not to move too much and sit calmly.
0:50:32 > 0:50:35Next, Rory learns to control switching his thoughts,
0:50:35 > 0:50:39deliberately changing focus from happy thoughts to sad.
0:50:39 > 0:50:41So, now, the arrow points down.
0:50:43 > 0:50:46Down one's lowering the light, so I'm thinking of a very cold,
0:50:46 > 0:50:50miserable day, with the rain beating down, going down your neck,
0:50:50 > 0:50:52or feeling sick.
0:50:52 > 0:50:57Just the nasty, the dark and the bad thoughts.
0:50:57 > 0:51:00COMPUTER SPEAKS GERMAN
0:51:00 > 0:51:03OK, Rory, well done.
0:51:03 > 0:51:05God, how weird that feels.
0:51:07 > 0:51:11HE GROANS
0:51:13 > 0:51:16It's a big, conscious effort of will, it really is.
0:51:16 > 0:51:19- Yeah.- Mm-hm.- And I don't know, I mean, for other reasons...
0:51:19 > 0:51:21Well, it's sort of like,
0:51:21 > 0:51:24if you were to go to the gym for the first time in your life,
0:51:24 > 0:51:26you're going to be really sore immediately following it,
0:51:26 > 0:51:29and even the next day, and so on.
0:51:29 > 0:51:31So, let's turn the lights back on.
0:51:33 > 0:51:34Ooh!
0:51:34 > 0:51:37So, next time I try to read a book,
0:51:37 > 0:51:42should I be sort of physically summoning up that feeling,
0:51:42 > 0:51:43that state of mind...
0:51:43 > 0:51:47- Mm-hmm.- ..of happy, warm...?- Yeah.
0:51:48 > 0:51:51- What's that?!- That's what we give the children.
0:51:51 > 0:51:55- I see!- So, you might just take that,
0:51:55 > 0:51:57and as a reminder of what you thought
0:51:57 > 0:52:00and how you felt like in the training situation,
0:52:00 > 0:52:03when you tried to increase the lighting.
0:52:03 > 0:52:07- Well, thank you.- You're welcome. - That was really, really fascinating.
0:52:07 > 0:52:09- That was great.- It was our pleasure.
0:52:12 > 0:52:15For Rory, treatment is optional.
0:52:15 > 0:52:18His ADHD is mild, and he's channelled it
0:52:18 > 0:52:20into a successful comedy career.
0:52:20 > 0:52:23But he wants to try one last experiment.
0:52:23 > 0:52:27Would medication improve his performance, or kill it?
0:52:27 > 0:52:33Over the last few weeks, Rory's perspective on his ADHD has altered.
0:52:33 > 0:52:36Funnily enough, that formal diagnosis changed things,
0:52:36 > 0:52:39because whereas it previously had been an elephant in the room
0:52:39 > 0:52:41that I kind of quite enjoyed,
0:52:41 > 0:52:44and I sort of would just occasionally point out to people,
0:52:44 > 0:52:48I think the formal diagnosis woke up the elephant,
0:52:48 > 0:52:51and for the last few weeks, I've been sharing
0:52:51 > 0:52:57an increasingly smaller room with an increasingly larger elephant.
0:52:57 > 0:52:59So, today marks a different stage,
0:52:59 > 0:53:03where I'm going to see how this elephant responds to medication.
0:53:04 > 0:53:07And that's a big step.
0:53:07 > 0:53:08OK.
0:53:08 > 0:53:09I think it's very, very important
0:53:09 > 0:53:12that any stand-up comedian should have with them
0:53:12 > 0:53:16in the dressing room at all times a consultant psychiatrist.
0:53:16 > 0:53:18Isn't that right, Phil?
0:53:18 > 0:53:19Oh, absolutely.
0:53:19 > 0:53:22- So, what have we got here? - Well, it's methylphenidate,
0:53:22 > 0:53:24but it's got a name that's called Tranquilyn.
0:53:24 > 0:53:27- Tranquilyn!- But it's the same as what they used to call Ritalin.
0:53:27 > 0:53:29Why...? I should just be darted!
0:53:29 > 0:53:31Right, now, I've...
0:53:31 > 0:53:33You know, I've... I've wondered what it would be like
0:53:33 > 0:53:36- for a long, long time. - Mmm.- And this is scary.
0:53:36 > 0:53:38I really don't know what it's going to do.
0:53:38 > 0:53:41- Mmm.- Whether it's going to speed me up,
0:53:41 > 0:53:43- or slow me down.- Mmm.
0:53:43 > 0:53:47Erm... Oh, my God - my hands!
0:53:47 > 0:53:49- OK, all right. - We're not expecting it to...
0:53:49 > 0:53:51How long have you been a drug dealer?
0:53:51 > 0:53:53- We're not expecting it to speed you up.- OK, here we go.
0:53:53 > 0:53:55It's the kind of paradoxical effect -
0:53:55 > 0:53:57it should slow you down,
0:53:57 > 0:54:00just give you more control, you should feel more in control.
0:54:04 > 0:54:07It's interesting that the first time I'm taking these
0:54:07 > 0:54:09is half an hour before I go onstage.
0:54:09 > 0:54:12But it should be a pretty good test of...
0:54:14 > 0:54:18..of the effect they have. So, erm, let's see how it goes.
0:54:24 > 0:54:26Wish me luck.
0:54:29 > 0:54:32Phil thinks Rory needn't worry.
0:54:32 > 0:54:34Many people use methylphenidate.
0:54:34 > 0:54:37There were over one million prescriptions last year
0:54:37 > 0:54:38in England alone.
0:54:38 > 0:54:42Methylphenidate is the same as Ritalin - that was the original
0:54:42 > 0:54:46drug that was used, it was called Ritalin.
0:54:46 > 0:54:51Erm, it's quite hard to understand why it's got such a bad reputation.
0:54:51 > 0:54:56I think it may be because anything around giving drugs to children,
0:54:56 > 0:54:57in particular, is something
0:54:57 > 0:55:01one naturally wants to be rather sort of cautious about.
0:55:01 > 0:55:04I mean, it is also related to stimulants.
0:55:04 > 0:55:08And so, things like cocaine, for example, or speed - and, of course,
0:55:08 > 0:55:10they're also controlled drugs.
0:55:10 > 0:55:15But surprisingly, you know, when you take this medication in the normal,
0:55:15 > 0:55:18therapeutic way, you know, it's not addictive.
0:55:19 > 0:55:24It's not known exactly how stimulants slow down the ADHD brain.
0:55:24 > 0:55:25It seems paradoxical.
0:55:25 > 0:55:29But it's thought they increase activity in those parts of the brain
0:55:29 > 0:55:31that are less developed.
0:55:31 > 0:55:34This medication sort of gives the brain a boost,
0:55:34 > 0:55:36so that's kind of why they're stimulants,
0:55:36 > 0:55:39and so they can actually sort of help you to focus.
0:55:40 > 0:55:42Methylphenidate, of course, has some side effects,
0:55:42 > 0:55:44all drugs have side effects.
0:55:44 > 0:55:47Some people feel a little bit more nervous
0:55:47 > 0:55:48or a little bit more restless.
0:55:48 > 0:55:50And that would really indicate
0:55:50 > 0:55:53it's not going to be the right sort of medication for you.
0:55:53 > 0:55:55Ladies and gentlemen, welcome to Soho Theatre.
0:55:55 > 0:55:58Please put your hands together for Rory Bremner!
0:55:58 > 0:56:00CHEERING AND APPLAUSE
0:56:02 > 0:56:04Thank you!
0:56:04 > 0:56:06Thank you for... Thank you very much indeed.
0:56:06 > 0:56:09Thank you, it's great to see so many of you here.
0:56:09 > 0:56:11- AS DONALD TRUMP: - We got a lot of people...
0:56:11 > 0:56:13So many folks here tonight, folks. We got...
0:56:13 > 0:56:15We must have 50,000 here tonight.
0:56:15 > 0:56:18We got 50,000 people...
0:56:18 > 0:56:20They say that there is only 150 - they're bad people.
0:56:20 > 0:56:22They're such bad...
0:56:22 > 0:56:26Got so many bad people, folks - judges, attorney-generals,
0:56:26 > 0:56:30Republican senators - bad people, folks, bad...
0:56:30 > 0:56:32'I feel quite clear-headed.'
0:56:32 > 0:56:35It's a bit like somebody's switched my brain
0:56:35 > 0:56:41from techno and Radio 1 to...Classic FM.
0:56:41 > 0:56:44- AS JEREMY CLARKSON:- We've got a Prime Minister called May,
0:56:44 > 0:56:46a Chancellor called Hammond...
0:56:46 > 0:56:48What could possibly go wrong?
0:56:50 > 0:56:53The music in my brain is not
0:56:53 > 0:57:00pounding and...rapid and...switching.
0:57:00 > 0:57:03It's sort of calmer,
0:57:03 > 0:57:08and more...more serene.
0:57:08 > 0:57:11- AS BORIS JOHNSON:- I... I stand before you now, the, er...
0:57:11 > 0:57:15the unlikely lovechild of Angela Merkel and Donald Trump,
0:57:15 > 0:57:17ladies and gentlemen. I, er...
0:57:17 > 0:57:20'The question is whether I want'
0:57:20 > 0:57:22that high excitement and panic,
0:57:22 > 0:57:26or whether I want a kind of more controlled chaos.
0:57:26 > 0:57:29And I think in a sense,
0:57:29 > 0:57:33for a comedian, a controlled chaos is not a bad state.
0:57:33 > 0:57:35- Thank you. - APPLAUSE
0:57:35 > 0:57:39'It's something that I need to experiment with.'
0:57:49 > 0:57:50Over the last few weeks,
0:57:50 > 0:57:54Rory has found out what causes ADHD and why it exists.
0:57:54 > 0:57:58But also, that he definitely has it himself.
0:58:00 > 0:58:03I think what's really struck me in the making of this film was,
0:58:03 > 0:58:07I always knew that people with ADHD, that we were different.
0:58:07 > 0:58:10But now, I realise it's not just because we behave differently,
0:58:10 > 0:58:13it's because our brains ARE different.
0:58:13 > 0:58:17I hadn't really thought of people with ADHD
0:58:17 > 0:58:21as being essentially shark bait before.
0:58:21 > 0:58:26But if you think about it, if we are the ones who take the risks,
0:58:26 > 0:58:29if we're the ones who blaze a trail,
0:58:29 > 0:58:32if we're the ones who go that much further, and in going further,
0:58:32 > 0:58:34we show people where the boundaries are
0:58:34 > 0:58:37and where the possibilities are, then that's great.
0:58:37 > 0:58:38We'll have that.