In child psychiatry and psychotherapy, not only different ideologies regarding the healing and application of different therapeutic measures in relation to the syndrome ADHD have grown stronger, but also unexpectedly militant discussions, which can be explained, on the one hand, by different theories of illness and ideologies regarding disorders and, on the other, through reflecting occupational, political, and economic interests but, however, rarely placing the wellbeing of the child at the forefront of considerations. At the centre of the discussion is frequently the question of what primarily determines this disorder, the constitution or the conditions necessary for its development: the genes or the environment (Rutter, 2002).