Adhd - divulge of Literature - Effects on improvement Within Family, Education, and social Systems
Attention Deficit Hyper action Disorder agreeing to Singh (2002) is a developmental disorder that is brain based and most often affects children. This developmental disorder can be characterized as a disorder in which affects ones self control; original aspects contain mystery with attention, impulse control, and action levels ordinarily diagnosed prior to the age of 7yrs. Of age (Willoughby, 2003).
Adhd - divulge of Literature - Effects on improvement Within Family, Education, and social Systems
There are primarily three sub-types of Adhd. Inattentive sub-type 1 is Adhd which those who manifest inattention without the presence of hyperactivity and impulsivity (Barkley, 2005). There is also Adhd sub-type 2 with symptomolgy connected to hyperactivity and impulsivity (Barkley, 2005). Ultimately there is Adhd combined sub-type (Visser & Lesesne, 2005). For the purpose of my paper, I will apply information that represents all subtypes in various degrees and the affects of these difficulties upon the individual, educational, family, and collective amelioration as well as issues of collective justice and cultural issues for those children who suffer from this disorder.
Historically the modern symptoms of Adhd were first identified (Barkley 1996, Rafalovich 2001, & Stubbe 2001), by English physician George Still in 1902 (Neufeld & Foy, 2006). Rafalovich (2001), explains that in a series of historical events from 1917-1918 in North America that led to an encephalitis outbreak there was a dramatic growth in explore of characteristics that are similar to modern day Adhd symptomology. Through out the early years of explore there was even explore and investigations into curative conditions which promoted swelling in inevitable aspects of the brain, which many believe led to impulsivity and hyperactivity (Stubbe, 2000). As explore evolved so did the diagnostic criteria for the disorder; shaping identifiable factors believed to lead to the causation of Adhd (Barkley, 2005). Physiologically, there seems to be less dopamine and nor-epinephrine within the brains of those with Adhd and four genes that regulate dopamine have been identified as Adhd causal agents; any way a definite causal agent has not been confirmed (Barkley, 2005). Brain action is considerably lower in the pre-frontal lobe regions in those with Adhd and there is also decrease in blood flow (Hans, Henricksen & Bruhn, 1984), (Barkley, 2005). agreeing to Barkley (2005), psychological characteristics of Adhd are that it is about the "behavioral inhibition." These children do not benefit from what may happen later based upon what they do now; which can be compared to a "time near sightedness", (Barkley, 2005). They have mystery identifying their past, preparation for the future, organizing, scheduling, and working independently, with collective and occupational issues (Barkley, 2005). It is these difficulties when intermingled with the amelioration of the private that could clearly cause great difficulties especially when enrolled in formalized education and onward into the demands of school and adulthood.
The prevalence rates concerning the pathology of Adhd has been from ranges of 4 % to 18 % depending upon the community, types of populations, and areas of pathology (Visser & Lesesne, 2005). Adhd is one of the most base childhood disorders with 2.5 million children with this disorder (Barkley, 2005). Estimates show (Biederman, 1996), that nearly 6 % of boys and 1.5 % of girls have Adhd (Singh, 2002). It cost nearly 3.3 billion dollars to medically treat Adhd every year in the United States (Visser & Lesesne, 2005). Currently causation factors under consistent result up agreeing to Barkley (2005) include;
1. Genetics
2. Premature Birth
3. Traumatic Brain Injury
4. Spine and Brain Infections
5. Early exposure to substances while pregnancy
6. Early exposure to lead
7. Less blood flow and lower brain activity
Because Adhd is a representation of bodily imperfections within the brain and positively manifests a decrease of action in the pre-frontal lobe regions; inevitable medicine options with amphetamines, stimulants and non-amphetamines have been utilized to growth brain action (Barkley, 2005). The size and anomalies within the brain have been verified and examined Through many technological processes such as Positron Emission Tomography and Mri scanning (Vance & Luk, 2000). Other bodily abnormalities of amelioration agreeing to Barkley (2005), contain appearances of dinky deformities including; longer than average index finger, third toe that is longer than second toe, ears that are slightly lower upon the head, no earlobes or a furrowed tongue. Up to 80% of children suffering with Adhd will continue to struggle with this disorder into adolescents and as many as 50 to 60 percent will continue to struggle into adulthood (Barkley, 2005). With the affects upon a child's school, family, and collective environments a large emotional toll can be identified. Emotionally, children can feel isolated, angry, guilty, frustrated and many other emotions due to the disruption of relationships, opportunities and lack of clear decision making skills (Barkley, 2005). Many of these children can come to be depressed and exhibit anxiety (Barkley, 2005). Many affective behaviors contain stubbornness, defiance and at times can be verbally or physically violent to others (Barkley, 2005).
According to Barkley (2005) nearly 57% of preschool children are likely to be rated as inattentive and over-reactive by their parents up to the age of four. As many as 40% agreeing to Barkley (2005), may have these problems for up to three to six months, concerning parents and teachers. agreeing to Lavigne, Gibbons, Christoffel, Rosenbaum and Binns (1996), however, it is estimated that 2% of preschool children truly meet the criteria for Adhd, and (Biederman, 1996), clarified that perhaps 10 % of all children meet diagnostic criteria for Adhd (Singh, 2002). Barkley clearly indicates that the earlier the symptoms of Adhd appear and the distance of time they last in childhood will conclude the severity of its policy and pathology (Barkley, 2005). Individually there are many distressing problems for children suffering from this disorder. Some features that Barkley (2005) indicate are leading to recognize as the private child develops into school age include;
1. An emergence of high demanding ness of preschool age
2. Critical directive behavior by parents to operate circumstances
3. Problems reported by preschool / formal school staff concerning child's behavior
4. Problems with studying and reading
5. Decisions to support a child an educational grade
6. Excessive temper tantrums / mystery in getting child to do chores
7. Social exclusion from activities
According to Spira & Fischel (2005), within the pre-school environment at the age of 3 yrs. Old, children's attention controls, and self operate mechanisms begin developing. Increased self operate and speech amelioration continues from age 3yrs. Old (Spira & Fischel, 2005). Self operate processes continue to well form Through the age of 4yrs. Old (Spira & Fischel, 2005). These processes work together allowing the child to utter self-control and Through 4 yrs. Of age the child develops the ability to direct attention to relavent environmental stimuli (Spira & Fischel, 2005). Together, the maintaining of attention and operate over responses emerges and of policy is very leading in identifying task's and working functionally within the educational environment, however; these processes indicated do not emerge for those with Adhd due to the manifestation of hyper-activity and impulsivity nearby the age of 3 to 4 yrs. Of age, and inattention manifesting near 5 to 6 yrs. Of age (Spira & Fischel, 2005). As children form into school age and adolescents, Barkley (2005) indicated that 30 to 50 percent of children will be retained one grade while their school years. agreeing to Vance & Luk (2000), 20 to 30 percent of children with Adhd will manifest comorbidity with studying disorders; reading, arithmetic, writing or spelling. If a child is diagnosed with Adhd and conduct Disorder the percentages growth for a co morbid studying disorder (Vance & Luk, 2000). One theoretical position (Velting & Whitehurst, 1997), is that agreeing to Spira and Fischel, (2005) those children with Adhd do not get the literacy skills important for early reading and learning. Furthermore, it is hypothesized that the dissatisfaction due to lack of ability perpetuates acting out behaviors consistently witnessed by school staff of children with Adhd (Spira & Fischel, 2005).
As children move Through adolescents it is abundantly clear that with vast developmental changes; finding ones role identity as clarified by Eric Erickson (Berger, 2006), relational dating, peer pressure, and other demands of adolescents come to be extraordinarily difficult with private difficulties of impulsiveness, hyperactivity and inattentiveness (D. Moilanen Cmsw, Personal Communication, January 25, 2007). agreeing to Gordon (2006), adolescents continue to have many difficulties especially;
1. Disorganization
2. Planning long term assignments
3. Completing homework
4. Complying with parental rules.
5. Sustaining attention and focus
Because adolescents are seeking to find a competent and salutary identity, conflicts with parental and schoraly systems can leave an immature to feel diminished, angry and frustrated before the entry into adulthood (D. Moilanen Cmsw, Personal Communication, January 25, 2007).
Adulthood brings new challenges and agreeing to Jaffe, Benedictis, Segal & Segal, (2006), the following are just a few of the challenges for adults living with Adhd;
1. Managing money
2. "Zoning out in conversations"
3. Speaking without thinking
4. Procrastination
5. Becoming positively frustrated
Eric Erickson in Berger (2006) clarifies his ideas of Psycho-Social amelioration and indicates that as early adults we want to find intimacy or we will face isolation. It seems clear that these adults due to their disability will continue to confront difficulties with their families, collective relationships, and negative private perceptions onward into adulthood. These difficulties could place them at risk to come to be isolated.
The private within their house is greatly impacted by this developmental disorder. agreeing to Barkley (2005) Adhd is 25 to 30% acquired by heredity, and if a parent has Adhd the child is 8 to 10 times more likely at acquiring the disorder. Barkley (2005) also indicated that parents at the beginning of preschool attend and carry on their child fairly well, however; parents tend to lose what they feel as operate over their child the further the child develops Through school. Parents can feel drained, overwhelmed and exhausted; even feeling depressed, and begin blaming themselves for their child's behavior (Barkley, 2005). Over time these difficulties can lead to perceptions by parents that may be less than inevitable (Maniadaki, Sonuga, Kakouros, & Karaba, 2006).
Research shows that parental perceptions within the house can clearly have implications concerning how a child is treated and the negative affects and perceptions that affect the child's developmental stages (Maniadaki et al., 2006). agreeing to Maniadaki et al., (2006), parental perceptions do have important impact upon children suffering from Adhd due to the likelihood of the parents not obtaining thinking condition services for their children; the mystery parents had identifying the impact the child's behavior would have on the child's development; and the parents inability to recognize the severity of the child's symptoms, all have dramatic affects on the child's developmental processes. Siblings can also have negative perceptions of the child's behavior, affecting the degree of support siblings bring to each other within a family. agreeing to Gordon (2006), siblings can feel sorry for their sibling with Adhd or they can get angry and resentful. These reactions originate dynamic challenges for any house and or private dealing with Adhd. Other inherent hindering perceptions by parents within the house ideas can be identified by comparing Erickson's, Psycho collective Developmental Perspectives (Berger, 2000). agreeing to Erickson, children from the age of 3 yrs. Old to 6 yrs. Of age will form Through a series of challenges to parents, taking the "initiative" or "failing," bringing feelings of "guilt" (Berger, 2000). When the child's inviting behavior takes place however, as Camparo, Christensen, Buhrmester & Hinshaw, (1994) states, that parents may not allow these children to have the benefit of the doubt, due to past inordinate behavior under normal circumstances, and the parents may see their child as an "easy target." agreeing to the evidence, miscalculating the child's natural inviting behavior could take place and disallow the child to form in a healthy, "guilt free" way, having important affects on their psycho-social development. inordinate amounts of guilt can produce important amounts of anxiety and depression (Burns, 1990). These negative processes in changeable degrees can clearly lead to negative affects on collective and emotional processes (Burns, 1990).
Other house processes affecting Adhd and amelioration agreeing to Peris & Hinshaw (2003), is that core symptoms of impulse operate and inattention are primarily heritable, and parental practices do not warrant important (Barkley, 1998; Hinshaw 1994; Johnston & Mash, 2001), causation for Adhd. However, the house interaction patterns and external influences may have a important impact on severity and the developmental policy of Adhd (Peris & Hinshaw, 2003). Furthermore, evidence suggests (Barkley, 1985; Battle & Lacey, 1972; Buhrmester, Camparo, Christensen, Gonsalez, & Hinshaw, 1992; Campbell, 1973; Cunningham & Barkley, 1979; MacDonald, 1988; Mash & Johnston, 1982; Tallmadge & Barkley, 1983) that mothers of Adhd children are less affectionate. Other disturbing findings indicate that parents can be more critically demanding and parents independently record a greater tendency to blame their Adhd child for problems they positively had with their spouses; thus proving further that house systemic patterns can play a major role in the perpetuation and affects of Adhd upon child amelioration (Camparo et al., 1994). Of policy these processes clearly affect a school-age child within their families and external systems in ways which sacrifice a child's self worth, confidence, and abilities to properly interact and function within their environment; proving this, Dumas & Pelletier (1999) indicated that pre-adolescents were found to have lower levels of self esteem in areas of schoraly competence, behavioral conduct, and collective acceptance.
According to Barkley (2005), those with Adhd, at times do not give themselves time to rate their emotions objectively before a reaction, fail to cut off their feelings from fact. Being able to internalize our emotions, rate them, and analyze them before displaying them publicly help in self operate and is difficult for those suffering from Adhd (Barkley, 2005). Those who suffer from Adhd form a pattern of collective rejection due to inappropriate interactions beginning while formalized education agreeing to Barkley (2005). agreeing to Nixon (2001), those children suffering from Adhd lack important collective skills that affect the ability of their interactions, such as; verbal & bodily aggression, disruptive attempts to enter new groups, negative classroom behaviors, being quick tempered and violating the rules. Nixon (2001) presents more evidence that collective cognition is clearly affected and children with Adhd can have great mystery in making clear interpretations of their environmental interactions with others. These variables clearly lead to inhibited collective contact, and a dysfunction in psycho-social development. agreeing to Eric Erickson in Berger (2000), he clearly indicates that formalized school age children from 7 to 11 years old need to form reliance that allow them to feel as if they have mastered "Industry" (Berger, 2000). If this stage is not mastered, they may feel inferior (Berger, 2000). How can these children who are excluded due to their Adhd manifestations of behavior, be given the opportunity to partake and prove themselves to resist negative aspects of "Inferiority?" As these children form into adolescents and adults, one can think when comparing Adhd behavior and collective reactions with the Erickson Psycho-Social Framework (Berger, 2000). Erickson states that adolescents effort to find their roles in the world and if they fail, role obscuring develops (Berger, 2000). obscuring for those suffering from Adhd would come positively due to their exclusion from collective groups and activities (Barkley, 2005). In order for adolescents to find their role and their identity; they must interact with others and feel proper in their participation (Berger, 2000). further into adulthood Erickson in Berger (2000), indicates that as adult's, individuals will seek intimacy with others or come to be isolated. The factor of isolation relates to the extent in which those developing fear rejection and dissatisfaction (Berger, 2000). Unfortunately, prior collective experiences of those suffering from Adhd can be littered with collective rejection, feelings of dissatisfaction and unacceptance due to impulsiveness and hyperactive behaviors (Barkley, 2005). Furthermore, (Pope, Bierman, & Mumma, 1999), these authors agreeing to Nixon (2001), also claim that hyperactivity and the inattentive / immature nature of a child's behavior with Adhd contributes greatly to interpersonal problems.
In regards to collective justice and cultural issues; agreeing to Bender (2006), African American children may be under represented and under diagnosed in regards to Adhd. Experts such as (Dr. Rahn Bailey, 2006) agreeing to Bender (2006), claim that as science is pursuing new technological processes to diagnose and treat Adhd, cultures like the African American society are subjected to propaganda, suspicion due to past and current discrimination, and negative stereotyping concerning thinking illness; thus forming cultural decisions to avoid pathology and medicine of Adhd. This cultural-lens, based upon discriminatory and fear based experiences with the dominant culture dis-allows ethical decisions to help and help African American children (Bender, 2006). These decisions agreeing to experts (Bailey, 2006), is contributing to high rates of African American children disproportionately over represented in healthful programs and disproportionate amounts of African American children over represented in the criminal justice ideas (Bender, 2006). The issues of classism and impoverishment can also be a topic of concern concerning those who suffer from Adhd. agreeing to Visser & Lesesne, (2005), Adhd pathology among males was reported significantly more often in families with incomes below the poverty threshold than in families with incomes at or above the poverty threshold. Here again, poverty makes a clear and consistent statement of risk for our developing children.
In conclusion, I believe that Adhd seems to be an elusive, devastating, developmental disorder. This disorder for my self is so destructive because of its manifesting elements of hyperactivity, impulsivity and inattentiveness. These variables are processes that if represented to inevitable degrees are exquisite for destroying social, educational, emotional and private amelioration over the life span. Because our lives are so dependent upon not just our biological construction but also our collective and environmental interaction; this disorder can be serious and detrimentally disruptive. I do any way believe that new technologies are hopeful in understanding this disability in greater measures. I also have gained ideas concerning the new information concerning neuro-plastisity and the changing mind based upon therapeutic thought. I feel this may be a inherent frontier of explore that should be a priority in better understanding how the brain can turn forms; especially the pre-frontal cortex regions.
L.J. Riley Jr. Bsw, Llmsw
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