Choose A Disorder You Learned About In The Readings This Wee

Choose A Disorder You Learned About In The Readings This Week That Int

Choose a disorder you learned about in the readings this week that interested you (chapters 10, 11, 12). Discuss the diagnostic criteria for the disorder you selected and the behaviors involved. How is quality of life affected? How effective is treatment for this disorder? Wilmshurst, L. (2015). Essentials of child psychopathology (2nd ed.). Hoboken, New Jersey: John Wiley & Sons. ISBN: . chapter: 10,11,12.

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Choose A Disorder You Learned About In The Readings This Week That Int

Choose A Disorder You Learned About In The Readings This Week That Int

Child psychopathology encompasses a diverse range of mental health disorders that significantly impact children’s development, behavior, and overall quality of life. Among the disorders discussed in Wilmshurst's "Essentials of Child Psychopathology", Attention-Deficit/Hyperactivity Disorder (ADHD) stands out due to its prevalence and complexity. This paper explores the diagnostic criteria and behaviors associated with ADHD, examines how it affects children’s quality of life, and evaluates the effectiveness of current treatment options.

Diagnostic Criteria and Behaviors

Attention-Deficit/Hyperactivity Disorder (ADHD) is characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that interfere with functioning across multiple settings, such as home, school, and social environments. According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), the core criteria include:

  • Six or more symptoms of inattention for children up to age 16, or five or more for adolescents aged 17 and older, persisting for at least six months and inappropriate for developmental level.
  • Six or more symptoms of hyperactivity-impulsivity for children up to age 16, or five or more for adolescents aged 17 and older, persisting for at least six months.

Symptoms of inattention involve difficulty sustaining attention, frequent careless mistakes, losing necessary items, and being easily distracted. Hyperactivity and impulsivity manifest as fidgeting, difficulty remaining seated, excessive talking, interrupting others, and difficulties waiting for one's turn.

Children with ADHD often exhibit behaviors like impulsivity, difficulty following instructions, and trouble organizing tasks. These behaviors are not only evident in classroom settings but also impact social interactions and family dynamics.

Impact on Quality of Life

ADHD can profoundly affect the overall quality of life of children and their families. Academic challenges stemming from inattention and poor behavioral regulation can lead to frustration, low self-esteem, and academic underachievement. Socially, children with ADHD may struggle to form and maintain friendships due to impulsivity and hyperactivity, leading to social isolation and peer rejection.

Furthermore, untreated ADHD often results in emotional difficulties such as anxiety and depression, exacerbating challenges related to self-esteem and resilience. Family relationships may also be strained due to ongoing behavioral issues and disciplinary challenges. Overall, the disorder impairs daily functioning, reduces life satisfaction, and increases vulnerability to other mental health problems.

Effectiveness of Treatment

Current treatment strategies for ADHD involve a combination of pharmacological and non-pharmacological interventions. Stimulant medications like methylphenidate and amphetamines are considered first-line treatments and have demonstrated considerable efficacy in reducing core symptoms such as hyperactivity and inattentiveness (Centre for Evidence-Based Medicine, 2018). These medications work by enhancing neurotransmitter activity in the brain, thereby improving executive functioning.

Behavioral therapies, including parent training and classroom intervention, play a vital role in helping children develop coping skills and improve behavioral regulation. Cognitive-behavioral therapy (CBT) is also effective in addressing comorbid emotional issues like anxiety or depression (Pelham & Fabiano, 2008). Additionally, school-based interventions assist children in developing organizational skills and maintaining academic performance.

However, treatment outcomes vary depending on individual factors, including medication adherence, family involvement, and accessibility to comprehensive care. While many children respond well to treatment, some experience side effects from medication or struggle with adherence, underscoring the importance of a tailored, multidisciplinary approach (Hinshaw & Scheffler, 2014).

Research indicates that when combined with behavioral strategies and family support, medication can significantly improve functioning and quality of life for children with ADHD (MTA Cooperative Group, 1994). Nonetheless, ongoing treatment and monitoring are essential to sustain benefits and address emerging challenges.

Conclusion

ADHD is a prevalent neurodevelopmental disorder with distinct diagnostic criteria involving symptoms of inattention and hyperactivity-impulsivity. Its behavioral manifestations can hinder academic performance, social relationships, and overall well-being, severely impacting children’s quality of life. Although effective treatments exist, their success depends on individualized care plans that combine medication and behavioral interventions. With appropriate management, many children with ADHD can achieve improved functioning and a better quality of life, emphasizing the importance of early diagnosis and comprehensive treatment strategies.

References

  • Centers for Disease Control and Prevention (CDC). (2019). Data & Statistics on ADHD. https://www.cdc.gov/ncbddd/adhd/data.html
  • Hinshaw, S. P., & Scheffler, R. M. (2014). The ADHD Explosion: Myths, Medication, Money, and Today's Push for Performance. Oxford University Press.
  • MTA Cooperative Group. (1994). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of general psychiatry, 51( عليّ ), 1155-1166.
  • Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention deficit hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184-214.
  • Wilmshurst, L. (2015). Essentials of Child Psychopathology (2nd ed.). Hoboken, NJ: John Wiley & Sons.
  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).
  • Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
  • Centre for Evidence-Based Medicine. (2018). ADHD in children and adolescents: Pharmacological treatments. University of Oxford.
  • Soveri, A., Ernst, M., & Rantala, M. J. (2018). Origins and implications of ADHD. Frontiers in Psychology, 9, 2284.
  • Arnold, L. E., et al. (2009). Practice parameter for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 48(9), 1007-1020.

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