Research Paper on "Attention Deficit Hyperactivity Disorder ADHD in Children Ages 4 12 Years"

Research Paper 3 pages (1180 words) Sources: 3

[EXCERPT] . . . .

Thus, their thoughts fail to include an awareness of such socially-acceptable limitations as waiting in line for one's turn. (DYSLEXIA, 1997)

Trouble taking turns: Owing to a distorted time sense, over prolonged durations, disoriented kids possess no idea of orderliness as against disorder, time, and sequence. Standing in a line and waiting for one's turn implies being subject to a sequence; an order exists, with the next person in line going next.

For disoriented kids, both the abovementioned notions are unfamiliar. They are not aware of the fact that others are also waiting, as they are totally unaware of time, order, or sequence.

For instance, a disoriented kid sees a slide and wishes to go down, and for that purpose, he reaches it and attempts to climb the steps. If somebody tries to stop him by telling him to wait at the queue's end, he feels angry and perplexed at being scolded, and simply forces his way through the waiting kids to the top, for attaining his goal.

Such behavior is, of course, socially unacceptable as it lacks the principles of order, time, and sequence. But without these, a child is unaware of the fact that others are indeed waiting as well. The notion of 'waiting' does not exist when there is no understanding of time (DYSLEXIA, 1997)

Motion and Balance

Disorienting kids feel as though they are in motion when they are, in fact, static. They probably feel sick if they attempt to stay still. Therefore, to counter this false sensation, they begin moving. They become edgy, and do things like bobbing their head or tapping their feet, which makes them feel they are sitting still. These small nervous, restless movements go unnoticed by them unless someone calls attention to them (DYSLEXIA, 1997)

Medication

Traditionally, ADHD management is formally carried out using a multimodal technique. At present, this technique incorporates family and individual education, behavioral therapy, counseling, medication, and school remediation. Close coordination of patient, family, counselor, and school is central to this strategy. However, in typical pediatric practice, use of drugs is basically the only element of medical ADHD management. ADHD patients' families are typically given the responsibility of implementing additional management modes whose effectiveness has been proven (e.g. clearing allergies, nutrition supplements, and diet regulation). Psycho stimulant drugs are normally the most-preferred ADHD medication. Roughly 70% of treated kids display improved primary symptoms of ADHD as well as co-morbidity (e.g., conduct disorder). However, the benefits might not continue beyond a couple of years.

Conclusion

The disorder ADHD impacts a significant percentage of the general population; its impacts are significant and continue throughout life. Positive psychology draws attention to another approach to improve well-being and functioning, which, if applied to kids suffering from ADHD, can offer them aid that is more balanced, capitalize on strong points, promote resilience, and enhance well-being. Broadly, strengths-based and positive psychological perspectives may complement existing educational and psychological practices, by assisting practitioners and researchers in recognizing what ADHD patients do well, as well as what contributes to their happiness and success.

Bibliography

American Psychatrist Association (APA). (1994). Diagnostic and Statistical Manual of Mental Disorders. Retrieved from dsm.psychiatryonline.com

DYSLEXIA. (1997). Disorientation, Confusion, and The Symptoms of ADD. Retrieved from www.dyslexia.com

Mastoras, E. A. (2015). ADHD in Schools. Adopting a Strength-Based Perspective. Retrieved from http:/www.questia.com/library/journal/ip3/3786190811/adhd-in-schools-adopting-a-strengths-based-perspective

Painter, F. M. (2000, October 5). Attention Deficiet / Hyperactivity Disorder (ADHD) in Children. Rationale for its Intergrative Management, pp. 402-428. READ MORE

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