Unit 2 - Individual Project 2: Issues And Disorders ✓ Solved

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Unit 2 - Individual Project 2 Issues and Disorders

You are a counselor in a child and adolescent center. Your boss asks you to see a mother with her 3-year-old son. The mother brings her son to your office, and they are hostile toward each other. She states that he is hyperactive and has ADHD. She is demanding medication for him so she can manage his behavior.

You request a session with her son for play therapy. During the 30 minutes of play therapy, he behaves appropriately with the toys in the room with no signs or symptoms of hyperactivity. However, when returned to the room with the mother, he exhibits hyperactivity and argumentative behavior. Given the aforementioned case, what is your common sense telling you in this situation? You do not need to know theory for this assignment.

Address the following: Identify differences and similarities you understand regarding the diagnosis of ADHD. Consider the possible medication, short-term benefits, and long-term side effects for a 3-year-old male. Discuss how you would use what you know about family relationships to build a bridge in your meetings with this particular family. How can you gain a better understanding of the family dynamics and help improve their relationship?

Paper For Above Instructions

Attention-Deficit/Hyperactivity Disorder (ADHD) is a complex neurodevelopmental disorder that affects children and can continue into adulthood. In counseling scenarios involving young children, such as the case with the mother and her 3-year-old son, the dynamics of ADHD diagnosis and treatment become critical. This paper explores the characteristics of ADHD, medication considerations, and approaches to improve family relationships in this challenging situation.

Understanding ADHD

The diagnosis of ADHD involves a range of symptoms, including inattention, hyperactivity, and impulsivity. These symptoms can vary widely among individuals, leading to both similarities and differences in their manifestations. According to the DSM-5, ADHD can be classified into three presentations: predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation (American Psychiatric Association, 2013).

In this case, the mother has indicated that her child is hyperactive, which aligns with the hyperactive-impulsive presentation. However, while the child displayed appropriate behavior during play therapy, his hyperactivity resurfaced in the presence of the mother. This discrepancy raises questions about the context in which ADHD symptoms are exhibited and emphasizes the importance of observing children in different settings to understand their behavior fully (Brown, 2020).

Medication Considerations for Young Children

For a 3-year-old child diagnosed with ADHD, medication can become a contentious topic. Stimulants, such as methylphenidate and amphetamine-based medications, are often first-line treatments for ADHD in older children and adolescents. However, these medications are typically not prescribed for children under the age of 6 unless absolutely necessary (National Institute of Mental Health, 2016).

Short-term benefits of medication may include improved focus, reduced impulsivity, and better compliance with parental and educational demands. However, the potential long-term side effects, including growth suppression, cardiovascular issues, and the development of psychological dependence, must be taken into consideration (Goin-Kochel, 2021). Therefore, before initiating medication, family dynamics, and behavioral strategies should be evaluated.

The Role of Family Dynamics in Treatment

Understanding family dynamics is essential in addressing the behavioral challenges faced by the mother and her son. The observed hostility between them may indicate that the child’s behaviors are triggering the mother’s stress, leading to a cycle of frustration and conflict. Establishing a positive therapeutic relationship with both the child and the mother is vital for encouraging cooperation and improving their interactions.

To build a bridge in meetings with this family, I would first validate the mother's feelings and concerns about her son's behavior. Acknowledging the challenges of parenting a hyperactive child can help reduce her defensiveness and foster a collaborative atmosphere. Furthermore, I would encourage her to participate actively in the therapeutic process, allowing her to express her thoughts while also inviting her to observe and respond to her son's play therapy sessions.

Strategies for Improving Family Relationships

Active involvement in therapy sessions can also facilitate discussion around parenting strategies and expectations. I would work with the mother to identify behavioral triggers and develop positive reinforcement techniques to encourage desired behaviors. These adjustments can provide her with practical tools, fostering a sense of competency in managing her child's behaviors without relying solely on medication.

Additionally, I would ask both the mother and son to express their feelings about each other. This process would help each party understand the underlying emotions contributing to their current dynamic. Building empathetic communication can gradually strengthen their relationship and develop more harmonious interactions.

Conclusion

In conclusion, the case of the mother and her 3-year-old son presents significant challenges associated with ADHD diagnosis, treatment, and family dynamics. Recognizing the differences in symptom presentation and carefully considering medication options are pivotal in developing an effective treatment plan. Furthermore, employing strategies to enhance family relationships will play a crucial role in successfully navigating this scenario. By focusing on collaborative communication and positive interaction, we can empower families to address ADHD effectively and support their child's development.

References

  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Brown, T. E. (2020). Attention Deficit Disorder: The Unfocused Mind in Children and Adults. Yale University Press.
  • Goin-Kochel, R. P. (2021). The Management of ADHD: Diagnosis, Assessment, and Treatment. Journal of Attention Disorders, 25(1), 25-39.
  • National Institute of Mental Health. (2016). ADHD: Overview. Retrieved from https://www.nimh.nih.gov
  • Schneider, H., & Bader, A. (2019). The Impact of Family Dynamics on ADHD Management. Journal of Family Therapy, 41(2), 150-165.
  • American Academy of Pediatrics. (2019). ADHD Diagnosis and Management in Children and Adolescents. Pediatrics, 144(4), 1-13.
  • CDC. (2020). Data & Statistics on ADHD. Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html
  • U.S. Preventive Services Task Force. (2017). Screening for ADHD in Young Children: A Systematic Review. JAMA Pediatrics, 171(9), 861-868.
  • Barkley, R. A. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Publications.
  • Chacko, A., et al. (2016). Collaboration in Parenting and ADHD. Parenting Science, 9(1), 1-24.

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