ADHD clearly effects a child’s social environment, their friendships, and results in rejection that they experience. Intervening with social effects is, at times, difficult due to the fact that children with ADHD understand social expectations and can actually explain what is acceptable, however they are not able to behave within the social boundaries that they know exist (DuPaul & Weyandt, 2006). These children do not need to be taught what is acceptable, because they already understand what is acceptable; they are in need to learn how to behave within the social boundaries that are acceptable (DuPaul & Weyandt, 2006). Societal signs are usually indirect and due to the fact that children diagnosed with ADHD have a difficult time identifying things that are not obvious they have a tendency to miss societal signs (Ashley, 2005). Due to this fact, it is more challenging to treat these effects and according to DuPaul & Weyandt (2006) there are two explanations for this. One of the reasons is that present treatments focus on building social skills that are non-existent and not on displaying social skills (DuPaul & Weyandt, 2006). DuPaul & Weyandt (2006) state the second explanation is due to the fact that the inappropriate social behaviors take place in different environments, the child needs to be treated in different situations. However, participation in therapy in a group setting has not shown to produce significant improvements in social performances (DuPaul & Weyandt, 2006). However, with all of these challenges known, Sheridan (1995) “developed the Tough Kids Social Skills program for use in school settings” (as cited in DuPaul & Weyandt, 2006, p. 170). Sheridan’s program was composed of different stages of social trea... ... middle of paper ... ...26(4), 221-233. Walsh, J. (2010). Behavior theory. In J. Walsh (2nd), Theories for direct social work practice (123-146). Belmont, California: Wadsworth Cengage Learning. Walsh, J. (2010). Cognitive theory. In J. Walsh (2nd), Theories for direct social work practice (147-176). Belmont, California: Wadsworth Cengage Learning. Walsh, J. (2010). Narrative theory. In J. Walsh (2nd), Theories for direct social work practice (273-300). Belmont, California: Wadsworth Cengage Learning. Young. S. & Amarasinghe, M. (2010). Practitioner review: Non-pharmacological treatments for ADHD: A lifespan approach. Journal of Child Psychology & Psychiatry, 51(2), 116-133. doi:10.1111/j.1469-7610.2009.02191.x Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821-836. doi: 10.1002/pits.20114
Sheafor, B. W., & Horejsi, C. R. (2012). Techniques and guidelines for social work practice (9th ed.). Upper Saddle River, NJ: Pearson Allyn & Bacon. (Sheafor & Horejsi, 2011)
When dealing with adolescents with attention deficit hyperactivity disorder ADHD may become a challenge for many parents. Knowing the facts about this disorder and how to treat the problem is the key to a healthy lifestyle for adolescents as well as families. Many therapies and medications are available to families with children with ADHD but many questions that parents have with their children with ADHD is which therapy is best and what would work best with their children and their quality of life. The question of which therapy, alternative versus medication therapy would improve adolescent’s quality of life and behavior modification.
Maclean, S. & Harrison, R. (2008) Social Work Theory: A Straightforward Guide for Practice Assessors and Placement Supervisors. Kirwin Maclean Associates, Staffordshire
Dorfman, R. (1996). Clinical social work: Definiton [sic], practice, and vision. New York: Brunner/Mazel Publishers.
ADHD is a disorder that has been on the rise for several years now. The disorder is one that can cause many impairments to a child’s attention span, making it difficult to concentrate and to keep on task, especially on schoolwork. (Graham, 2007) The statistics have been growing ...
Attention-Deficit/ Hyperactivity Disorder, otherwise known as ADHD, is the most common psychiatric condition effecting 9.5% of school-aged children in the United States (intuniv, 2013). If the disorder goes untreated, it will cause more long-term side effects and difficulties for the individual as an adult. Adults who have this condition face several adversities in every day life, such as impulsive behavior, low self-esteem and poor work performance. People are not aware of the complications that come with ADHD in adults. Not knowing the symptoms of the disease can cause people to not be sympathetic when they are interacting with someone with disorder.
While the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) of the American Psychiatric Association) put forth a list of behaviors which predominantly fall in the category of ADD and/or ADHD, many researchers still maintain that there is no set way to diagnosis or develop a treatment program to these disorders which will be guaranteed to work. At the same time there is another set of researchers who maintain that these disorders actually do not exist at all. However, in the real world, parents and educators still continue to struggle with the task of coping with children who are hyperactive and who have very low attention span and whose behavior often interferes with schooling and family life. [Armstrong, 1997]
Abstract: This research paper describes ADHD and the treatments available. It discusses the different medications and their side effects and explains the opinions of some doctors for an alternative treatment. The main goal of the writing is to shed some light on the disorder and describe some theories about ADHD. This goal is stated in the thesis which talks about how ADHD cannot be identified exactly, the side effects to the medication are harsh, there are different alternative treatments, and research shows it may be caused from hormones and sleep deprivation.
Roger Yeager PHD states “Parenting challenging kids requires that you become a chef, not just rely on a cookbook recipe” (Miller). Approximately 9.5% or 5.4 million children 4-17 years of age have ever been diagnosed with ADHD, as of 2007. As of 2007, 2.7 million youth ages 4-17 years (66.3% of those with a current diagnosis) were receiving medication treatment for the disorder (cdc.gov). The Surgen General lists ADHD, as the most commonly diagnosed behavioral disorder of childhood. With numbers as these it seems imperative to know what works best for over 2.7 million children in treatment. Cognitive refers to our thinking, Behavior how we behave the two go together. The way we think and feel effects behavior and the other way around.
The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to separate the myths of the disorder from the truths, while discovering the causes, diagnosis methods, and best treatment alternatives to battle this prevalent disorder.
Rengas, S. (2010, August 13). Theories of Social Work. Retrieved November 10, 2013, from http://www.slideshare.net/srengasamy/theories-of-social-work
The epidemic rise of ADHD can reflect on social construct. In general, society defines what a disorder by the number of symptoms. Furthermore, “the fact
Theory has been defined as, “an organized set of assumptions, beliefs, or ideas about particular phenomena in the world (Teater, 2015).” Theory is used to understand and explain possible and perceived instances, behaviors and outcomes (Teater, 2015). Social workers use theory in order to understand, as well as, introduce interventions and solutions to their client’s individual situation. It is important for students entering into the social work profession to have a base knowledge of theories, with basic understanding of their similarities and differences to appropriately apply theory in practice. The theories which will be focused on in this paper include Systems Theory and Cognitive Behavioral Theory.
Theoretical perspectives in the study of human behavior can easily be applied to cases in social work practice. The mental health field in particular lends itself to the application of different human behavior theories. Specifically, depression can be viewed through the lens of Social Cognitive Theory, or Social Cognitive Learning. There is one case of a woman with depression, whose name will be changed, that social cognitive theory can be applied to. Cheryl is a 58 year old woman who has been diagnosed with Major depressive disorder. She has had this diagnosis since she was 17 years old. Many of her symptoms and experiences can be viewed or explained in terms of social cognitive theory.
This essay will identify key issues facing the client system and will demonstrate an intervention plan. Followed by defining the purpose of social work and the identification of the AASW Code of Ethics, in regards to the case study. Lastly, key bodies of knowledge will be identified and applied to the case study.