PSY 215 Project Two Template (3)

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School

Southern New Hampshire University *

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Course

215

Subject

Psychology

Date

Feb 20, 2024

Type

pptx

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Uploaded by ProfBoulderMongoose30

SHRONDA COLE [Name]

Introduction ADHD ADHD is important to examine because it impacts biological, psychological, and social aspects of a person’s life. It affects brain function, behavior, and relationships. It can affect both children and adults, making it difficult to concentrate, maintain organization, and regulate impulses. ADHD symptoms include attention deficit disorder, hyperactivity, and impulsivity.

Part One: Biopsychosocial Considerations

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Biological ADHD is associated with biological variables such as abnormalities in brain structure and function, neurotransmitter imbalances, and genetic factors. These elements all play a role in the development and expression of ADHD symptom.

Psychological • Children with ADHD from both ascertainment sources were significantly more likely than control subjects to have mood disorders, such as depression and bipolar disorder; other disruptive behavior disorders, such as conduct and oppositional defiant disorder; multiple anxiety disorders; substance use disorders;

Social • Researchers have found that the social challenges of children with ADHD include disturbed relationships with their peers, difficulty making and keeping friends, and deficiencies in appropriate social behavior. Long-term outcome studies suggest that these problems continue into adolescence and adulthood and impede the social adjustment of adults with ADHD. • At first, these difficulties of children with ADHD were conceptualized as a deficit in appropriate social skills, such that the children had not acquired the appropriate social behaviors. Based upon this model, social skills training, which is commonly conducted with groups of children, became a widely accepted treatment modality. In the typical social skills training group, the therapist targets specific social behaviors, provides verbal instructions and demonstrations of the target behavior, and coaches the children to role-play the target behaviors with one another. The therapist also provides positive feedback and urges the group to provide positive feedback to one another for using the appropriate social behavior. The children are instructed to apply their newly acquired skills in their daily lives.

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Cultural Variation Culture affects the way we express our thoughts, behaviors and emotions. It is therefore not surprising that there are cultural differences in the way anxiety and depression is manifested and treated. One of the main differences seen across cultures is the way anxiety and depression is expressed. Someone from a culture where it is common to know psychological terms, could easily describe anxiety and depression using those specific words. In other cultures, other words might be more common. For example, being nervous is frequently used by Latinos to express anxiety. In some other cultures, anxiety and depression might not even be expressed in words. It can take the form of physical symptoms, such as headaches, backaches or stomach discomfort. Sadness, fear and preoccupation can be channeled through physical symptoms. These feelings are sometimes even better explained by religious or spiritual beliefs. If this is the case, instead of seeking help from a mental health professional, this person will probably look for counsel with their spiritual guide.

Treatment • Studies show that race and culture impact perceptions regarding ADHD behavior symptomatology.⁵ These perceptions are significant because clinicians rely on subjective behavior ratings from educators, family, patients, and other caregivers to make their final assessments. Subjective behavioral interpretations can lead to bias in cumulative reports, which then open the door to affecting treatment courses and patient outcomes.⁴˒⁶ • In addition, when traditions, beliefs, and customs influence definitions of a particular illness, a patient’s or family’s tendency to seek help for the condition can wane.⁷ Their reaction and response to a condition such as ADHD can thereby add new barriers to already existing patient engagement and diagnosis challenges.⁸˒⁹ Data show that cultural attitudes and sensitivities about ADHD can delay diagnosis, impact treatment rates , and affect use of stimulant medications. These beliefs differ around the globe among different racial and ethnic groups, including Asian, Middle Eastern, African, and those of South American descent.¹ Attention-deficit/hyperactivity disorder (ADHD) is the most common mental health disorder treated by pediatricians. 1 Some pediatricians may not have the training, clinical experience, or time to adequately evaluate and treat children with ADHD-and most may feel their skills are insufficient in children with medication treatment resistance, comorbid psychiatric illnesses, or complex family dynamics.

Community • National Resource Center on ADHD. This center is a program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). ... • National Institute of Mental Health. ... • CDC. ... • ADHD CME Faculty. It Takes a Village to Treat ADHD: Community and Clinical ..

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Part Two: Diagnostic/Evaluative Considerations

Clinical Assessments Finding and utilizing reliable assessment tools along with therapeutic supports to efficiently address ADHD is key. With all assessment measures, an overriding goal is to improve the sensitivity and specificity of the instrument. There is a growing focus on improving healthcare diagnostic skills through the application of probabilistic reasoning to the interpretation of diagnostic tests, using classification statistics, which allow clinicians to make highly informative and scientifically responsible statements regarding the probability of a particular diagnosis given the test finding. https://pro.psycom.net/assessment-diagnosis-adherence/adhd/ adhd-diagnosis-which-assessment-tools-to-use-and-why

Reliability and Validity The advantages of many of the aforesaid standardized questionnaires include standardization in how they are administered. Issues involving sensitivity to detect ADHD and specificity to rule out ADHD are arguably a work in progress with all rating scales, particularly with those whose studied comparison groups were typically developing individuals or members of the general population. the clinical interview is the most common approach but it is fraught with concerns given considerable deficiencies involving validity and reliability. https://pro.psycom.net/assessment-diagnosis-adherence/adhd/ adhd-diagnosis-which-assessment-tools-to-use-and-why

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Diagnosis by Exclusion The concept of diagnosis by exclusion for ADHD varies. With ADHD diagnosis one disorder can not occur when another psychotic disorder excels the symptoms of ADHD. Therefore, the doctor must make sure that there are not any other symptoms from a different disorder that is causing the issue. This is why diagnosing ADHD can sometime be misdiagnosed, due to the overlapping of the symptoms from other disorders.

Assessments The most important reason to obtain a neuropsychological evaluation is to ensure that you are receiving an accurate diagnosis. Testing is extremely important when diagnosing ADHD. Many other symptoms from different disorders can play a major factor in the situation. You have to rule out all co occurring disorders. This is to ensure that the symptoms you are showing isn’t another possible mental health disorder. Although some symptoms may overlap. This is why observation at home, work, and/or school is important. You may not have the same symptoms in all of those places, just some. Clinical interviews are administered as well. Clinical interviews is to gather information about the person's developmental history, current symptoms, and the impact of ADHD on their daily life.

Publication Process The Diagnostic and Statistical Manual of Mental Disorders—or “DSM,” as it is generally called—is the authoritative guide to the diagnosis of mental disorders for health care professionals around the world. In the United States alone, it influences the care that millions of people of all ages receive for mental health issues. Clinicians use DSM to accurately and consistently diagnose disorders affecting mood, personality, identity, cognition, and more. The manual does not address treatment or medications. From Planning to Publication: Developing DSM-5

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Part Three: Therapeutic Considerations

Therapeutic Approaches Such options can include a combination of treatments, such as medications, psychotherapy, and education. Medications are the most commonly used method in treating ADHD. Every person is different so therefore what works for one may not work for the other. Medications can also have many side effects which can cause different behaviors as well. Psychotherapy can have fewer side effects than medications. It can improve communication skills, offer opportunities on how to cope with daily life stress situations, and also give a very supportive team in coping with ADHD However these types of treatment can become very costly. There may be a waiting list to actually receive the help you are needing. This can also cause a person’s daily life duties to occur conflicts with set routine schedules. https://www.medicalnewstoday.com/articles/adhd-psychotherapy#Benefits

Non-Pharmacological Approaches The relevance of non-pharmacological approaches in the treatment of ADHD depends on what works best for the person. It depends on the age as well. Although medication is the very first treatment that many psychiatrist offer, CBT is another approach. Cognitive Behavior Therapy helps change negative thought patterns into positive thoughts and a healthier way of thinking. CBT focuses on giving you tools to help cope with the challenges that may occur in you daily life. Educational intervention is another way to approach the ADHD disorder. A classroom setting can assist a person trying to cope. There are IEPs (individual education plan) that are developed to help manage the stress. Being in a smaller group of your peers can take the stress of a kid a well. Therefore they are able to concentrate more effectively without the feeling of not being able to keep up with the rest of the class. The IEP is developed to work on whatever level they feel is right and more convenient for them.

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Duty to Treat The balance between “do no harm” and duty to treat can be tricky. As a psychiatrist, or any other MD has a duty to treat anyone that is asking for assistance. Although, when the patient is receiving help they have to think about the term “do no harm”. While assisting the patient, sometimes it could involve risks “harm” in order to better help them. For example: Billy is a 9 year old who has a mental disorder which sometimes can impose a threat to harm himself or another person. You have the duty to treat this patient, but you also have to do no harm to him, as in keeping him safe and the others as well. Therefore, your treatment plan may be to admit him to a mental hospital until he’s better or not having those thoughts. Protection, right for both parties? However, Billy may feel as if you’re doing harm to him by keeping him locked up and isolated. This is where the balance comes in. The safety of his well being and others override this situation. You are doing your duty to protect, but yet and still may be causing harm to someone as well. Think about it!

Conclusion I want the audience to remember ADHD, because often people with ADHD often don't do well.. When you have ADHD, distractions may prevent you from taking in information, or your brain may store it in a disorganized way. In what ways does the information you’ve shared enhance what we know about the disorder? Increasing understanding might improve compassion for those who experience symptoms of ADHD. It could also improve the chances that someone with ADHD would receive a diagnosis and treatment. This has the potential to greatly enhance both their lives and the lives of the people around them. In what ways does the content that you’ve shared contribute to our biological, psychological, and/or social well-being? Some environmental factors that cause ADHD include brain injuries and exposure to lead. Other factors, such as lack of sleep, increase the severity of ADHD symptoms. ADHD is a biological condition, meaning structural or chemical changes in the brain are likely to cause the symptoms.

References Correlates of ADHD Among Children in Pediatric and ... Relationships & Social Skills - CHADD Influences of Cultural Differences in the Diagnosis and How Race and Culture Can Impact an ADHD Diagnosis It Takes a Village to Treat ADHD: Community and Clinical . ADHD and Memory Loss: What to Know – WebMD NIMH » Attention-Deficit/Hyperactivity Disorder in Adults A merican Psychiatric Association

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PSY 215 Project Two Template (3)

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