drvmenon

Great question! While the rates are much higher for children, adults with an "official" diagnosis of ADHD are 3-5% and those experiencing symptoms/characteristics of ADHD are slightly higher at 5-7%, according to multiple recent research publications.

I think the most critical thing here is to create some structure within the chaos. Even if the hours and length of the work day change, you can create routines that reset you before, during and after the shift. I would start with making list of the main things you want to do each day and each week, based on your personal priorities (examples: exercise, cook at home vs ordering food, laundry, time alone or with friends,family etc.). Then, plug that (wish)list into the times around your work schedule. If your schedule changes from week to week, you can revise the plan each week to make sure what's important to you fits into the time you have.

What you are describing is a drop in motivation after the initial rush or thrill of learning. Developing and strengthening motivation and persistence is definitely something that can be learned and practiced. There are 3 parts to the motivation equation: activation, persistence, and intensity.
Activation happens when we are getting started. For example, we might gather supplies, some music, and some friends before we start cleaning the garage.
Persistence occurs when we keep going, even though obstacles may come up. We stick with the task of cleaning the garage even when the day is getting hotter and our friends don’t show up.
Intensity shows up in concentration and effort. Only a few people came to help clean? We each work harder to get the job done.

Great question! Many clients I have met have told me that they have felt like something is different about them for a long time. As a neurodiversity-affirming psychologist, that's not necessarily viewed as a problem. But, they also say that they have a hard time being themselves around others and it affects making and keeping relationships. That's when a diagnosis may be helpful - to reframe the "why" behind something (i.e., it's not because you are cold, rude, uncaring etc.) and use some science-based interventions and techniques that are supportive of the neurodiverse brain.

If possible I do like to get a history and ask questions about childhood from a parent or close contact. Sometimes there are old report cards to look at too. It's not always an option to speak to someone who knew the client as a child, but it's best practice. I was trained to make sure I complete a "multisource, multimethod" evaluation.