Unit 2 - Individual Project 2 Issues And Disorders Words Mon

Unit 2 - Individual Project 2 Issues and Disorders words Mon, 7/27/15

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.

Paper For Above instruction

The scenario presented raises critical questions about the diagnosis and management of Attention Deficit Hyperactivity Disorder (ADHD) in very young children, particularly regarding behavioral observations across different contexts and the influence of family dynamics. From a common-sense perspective, this situation suggests that behaviors associated with hyperactivity may not be solely attributable to a clinical diagnosis but may be significantly influenced by environmental and relational factors.

Understanding the differences and similarities in diagnosing ADHD is essential. ADHD is characterized by symptoms such as inattentiveness, hyperactivity, and impulsivity. These symptoms are difficult to distinguish from normal developmental behaviors in preschool children, who often exhibit high energy levels and impulsivity. Therefore, the diagnosis of ADHD in a 3-year-old must be approached cautiously, taking into account age-appropriate behaviors and the consistency of symptoms across settings.

A key similarity in ADHD diagnosis is that the core symptoms—hyperactivity and impulsivity—persist across different environments and are observable by multiple informants. However, a significant difference is that in early childhood, these behaviors can often be attributed to developmental phases, temperament, or environmental stressors rather than a clinical disorder. Furthermore, the context in which behaviors are observed—such as structured play therapy versus unstructured home interactions—can influence the child's behavior significantly.

Considering medication options for a 3-year-old diagnosed with ADHD, clinicians typically weigh short-term benefits against potential long-term side effects. Medications like stimulants (e.g., methylphenidate) can reduce hyperactivity, improve attention, and facilitate learning and social interactions temporarily. However, in very young children, the risks include potential impacts on growth, appetite suppression, sleep disturbances, and possible cardiovascular effects. Long-term effects are less understood but raise concerns about developmental, behavioral, and emotional health. Consequently, medication is generally approached with caution in preschool-aged children, often reserved for cases where behavioral interventions have failed and the child's safety or well-being is at significant risk.

Building effective family relationships in such cases requires sensitivity and an understanding of family dynamics. Establishing trust and rapport with the family is crucial. One effective approach involves engaging the mother by appreciating her concerns and emphasizing that behavioral management in young children is complex and multifaceted. Open-ended questions can be useful in exploring her perceptions of her child's behavior and her stressors, which may influence the child's actions.

Utilizing a family-centered approach involves identifying strengths within the family, acknowledging their efforts, and collaboratively developing strategies that promote positive behavior at home. In meetings, demonstrating empathy, providing psychoeducation about child development, and highlighting the importance of consistent routines can help bridge the gap between parental expectations and the child's developmental needs. Gaining a better understanding of the family’s relational patterns and communication styles allows for tailored interventions that focus not just on the child's behavior but also on creating a supportive environment.

In sum, this case exemplifies the importance of cautious assessment, holistic family engagement, and thoughtful consideration of intervention options. While medication may be a helpful tool, it should be integrated within a broader support system that includes behavioral strategies and family involvement. Recognizing the influence of environmental and relational factors on behavior helps avoid over-reliance on pharmacological solutions and fosters more sustainable, positive outcomes for children and their families.

References

• 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.
• Johnston, C., & Mash, E. J. (2001). Families of children with attention-deficit/hyperactivity disorder: review and recommendations for future research. Clinical Child and Family Psychology Review, 4(3), 183-207.
• 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.
• Brown, T. E. (2013). A new understanding of ADHD in children and adults. Routledge.
• Centers for Disease Control and Prevention. (2021). Data & Statistics on ADHD. CDC.
• Hashim, S. A., & Tan, J. (2018). Pharmacological management of ADHD in preschool children. Journal of Pediatric Therapy, 12(2), 75–80.
• Ross, S., & McQuire, M. (2017). Family involvement in ADHD management. Child Psychiatry & Human Development, 48(6), 936-945.
• Chronis-Tuscano, A., et al. (2018). Parenting interventions for young children with ADHD: A review. Journal of Developmental & Behavioral Pediatrics, 39(2), 107-118.
• National Institute of Mental Health. (2022). ADHD in children. NIMH.