Attention Deficit Hyperactivity Disorder Creation Guide

Attention Deficit Hyperactivity Disorder Create a Microsoft ® PowerPoint ® presentation in which you compare and contrast the major approaches to clinical psychology—psychodynamic, cognitive-behavioral, humanistic, and family systems—in relation to the selected disorder

Discuss the philosophical origins of each approach. Identify the goals of each approach.

Describe the techniques and strategies used by each approach. Explain how each approach affects the treatment strategies for your selected disorder. Evaluate the effectiveness of each approach, in relation to your selected disorder, based on treatment outcome research. Include speaker notes with your presentation. Incorporate information from at least five peer-reviewed publications.

Cite each outside source on a slide titled References. Format your paper consistent with APA guidelines.

Paper For Above instruction

The presentation on Attention Deficit Hyperactivity Disorder (ADHD) offers a comprehensive comparison of four major approaches to clinical psychology: psychodynamic, cognitive-behavioral, humanistic, and family systems. Each approach originates from distinct philosophical backgrounds and employs unique techniques tailored to address ADHD, with varying levels of effectiveness supported by empirical research.

Philosophical Origins of Each Approach

The psychodynamic approach traces its roots to Sigmund Freud’s psychoanalytic theory, emphasizing the influence of unconscious processes and early childhood experiences on behavior (Freud, 1917). It posits that ADHD symptoms may stem from underlying unresolved conflicts or developmental disruptions. The cognitive-behavioral approach, emerging from behaviorism and cognitive psychology, focuses on observable behaviors and cognitive processes, aiming to modify maladaptive thought patterns and behaviors (Beck, 2011). Humanistic psychology, founded by Carl Rogers and Abraham Maslow, emphasizes individual experience and the innate drive towards self-actualization, viewing ADHD as a manifestation of disrupted personal growth or self-concept (Rogers, 1961). The family systems theory, influenced by Bowen and others, considers the individual within the context of family dynamics, emphasizing relational patterns and systemic influences on behavior (Bowen, 1978).

Goals of Each Approach

The primary goal of the psychodynamic approach is to uncover and resolve unconscious conflicts underlying ADHD symptoms, facilitating emotional insight and personality integration. Cognitive-behavioral therapy (CBT) aims to alter maladaptive thoughts and behaviors to improve attention, impulse control, and organizational skills. Humanistic methods seek self-awareness, self-acceptance, and congruence, fostering intrinsic motivation and personal growth. Family systems therapy endeavors to modify dysfunctional family interactions that may contribute to or maintain ADHD behaviors, promoting healthier relational patterns and support structures.

Techniques and Strategies

Psychodynamic techniques involve free association, dream analysis, and exploration of early relationships to uncover unconscious motives (Levy, 2018). While not commonly used solely for ADHD, psychodynamic insights can inform understanding of emotional factors influencing behavior. Cognitive-behavioral strategies for ADHD include behavior modification, psychoeducation, social skills training, and organizational skills development (Evans, 2018). Techniques such as token economies, cognitive restructuring, and self-monitoring are prevalent. Humanistic strategies utilize client-centered therapy, empathy, unconditional positive regard, and experiential activities aimed at increasing self-awareness and intrinsic motivation (Mearns & Thorne, 2013). Family systems interventions involve genograms, family mapping, and re-patterning family interactions to improve communication and support systems (Nichols, 2013).

Impact on Treatment Strategies

Psychodynamic therapy’s influence on ADHD treatment is limited, often serving as an adjunct to address emotional issues that may interfere with symptom management. Cognitive-behavioral therapy is considered a front-line evidence-based treatment, focusing on skill-building and behavior change to reduce core symptoms. Humanistic approaches may complement other treatments by enhancing self-esteem and motivation, especially in adolescents. Family systems therapy is particularly effective in addressing adolescent ADHD, involving family members to create a supportive environment and improve adherence to treatment plans (Kaiser & Kalis, 2019).

Effectiveness Based on Treatment Outcome Research

Research indicates that CBT produces significant improvements in attention, impulsivity, and organizational skills in children and adolescents with ADHD (Sonuga-Barke et al., 2013). While psychodynamic therapies lack extensive empirical support for ADHD, some studies suggest they can reduce comorbid emotional problems (Levy et al., 2018). Humanistic approaches demonstrate benefits in self-esteem and motivation but are less studied in rigorous clinical trials. Family systems interventions have demonstrated efficacy in improving family dynamics and reducing ADHD-related behavioral problems (Chronis-Tuscano et al., 2019). Overall, CBT remains the most empirically supported approach for treating ADHD, though integrating multiple approaches may yield the best outcomes.

Speaker Notes

In this presentation, I compared the major clinical psychology approaches as they relate to ADHD. Understanding their philosophical origins helps clarify their different perspectives on treatment. CBT has the strongest empirical support for ADHD, emphasizing skills and behavior modification. Family systems approaches recognize the importance of familial context, especially in adolescents. Humanistic and psychodynamic therapies, although less supported by research, provide valuable insights into emotional and relational aspects that influence behavior. Integrating approaches can offer more comprehensive care for individuals with ADHD.

References

• Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford Press.
• Bowen, M. (1978). family therapy in clinical practice. Jason Aronson.
• Chronis-Tuscano, A., et al. (2019). Family interventions for ADHD. Journal of Family Psychology, 33(4), 406–418.
• Evans, S. W. (2018). Behavioral interventions for ADHD. Clinical Child and Family Psychology Review, 21, 391-404.
• Freud, S. (1917). Introductory lectures on psychoanalysis. Standard Edition.
• Kaiser, N., & Kalis, T. (2019). Family therapy approaches to ADHD. Child and Adolescent Mental Health, 24(1), 3–9.
• Levy, F., et al. (2018). Psychodynamic therapy for ADHD: A review. Journal of Child & Adolescent Psychopharmacology, 28(7), 485–491.
• Mearns, D., & Thorne, B. (2013). Person-centred counselling in action. Sage Publications.
• Nichols, M. P. (2013). Family therapy: Concepts and methods. Pearson Education.
• Sonuga-Barke, E. J. S., et al. (2013). Nonpharmacological treatments for ADHD. Child and Adolescent Psychiatric Clinics, 22(4), 623–636.