Words Of Times You Will See Children With Mental Health Issu

250 Wordsoftentimes You Will See Children With Mental Health Disorders

Oftentimes you will see children with mental health disorders having difficulty in home, public places, and schools. They can be labeled as "difficult" or "out of control" and their behaviors often present challenges to parents, caretakers, and teachers. The ability to support these children and their families is a significant social work role. Choose one of the disorders listed below: Autism spectrum disorder. Attention-deficit/hyperactivity disorder (ADHD). Reactive attachment disorder. Disinhibited social engagement disorder. Oppositional defiant disorder. Conduct disorder. For your discussion post: Provide a summary of the characteristics of one of these disorders as defined in the DSM-5-TR or other research. Describe some of the concerns that children and their families may encounter from a systems perspective as a result of the disorder. Identify a systems-based (micro, mezzo, or macro) level intervention within your community that is available for support for this disorder.

Paper For Above instruction

Children with mental health disorders often display a range of behaviors that challenge their integration into home, school, and community settings. These challenges not only affect the children but also have significant implications for their families and service systems. This paper focuses on Attention-Deficit/Hyperactivity Disorder (ADHD), a common neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity as defined by the DSM-5-TR (American Psychiatric Association, 2022).

ADHD typically manifests in early childhood, often before age 12, and can persist into adulthood (Faraone et al., 2015). Children with ADHD exhibit difficulty sustaining attention, following through on tasks, excessive talking, fidgeting, and an inability to remain still or seated. These behaviors interfere with academic achievement, social relationships, and daily functioning (Barkley, 2015). The disorder's core symptoms are often accompanied by emotional dysregulation, low frustration tolerance, and difficulties in executive functioning, including planning and organizing (American Psychiatric Association, 2022). These characteristics make ADHD not merely a behavioral issue but a complex neurodevelopmental disorder that impacts multiple domains of functioning.

From a systems perspective, families of children with ADHD encounter various concerns that extend beyond individual symptoms. Micro-level concerns involve parental stress related to managing hyperactivity and inattention, which can strain parent-child relationships. Educators might grapple with implementing effective classroom management strategies, often feeling ill-equipped to meet the child's needs (Reupert & Maybery, 2016). At the mezzo level, schools and community organizations may experience challenges coordinating support services and providing inclusive educational environments. On a macro level, societal stigma and limited access to comprehensive mental health services exacerbate difficulties for families (Mendelson et al., 2017).

In my community, a systems-based intervention supporting families of children with ADHD is the establishment of a multidisciplinary mental health team within the local school district. This team collaborates with school counselors, psychologists, and external mental health providers to develop individualized education plans (IEPs) and behavioral interventions. Such programs promote academic success and social-emotional growth by providing tailored support within the child's natural environment, addressing micro and mezzo system concerns effectively (Power et al., 2017). Additionally, community-based parent training programs aim to empower caregivers with strategies to manage behaviors, thereby reducing familial stress and improving outcomes (Chronis-Tuscano et al., 2016).

References

• American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text revision; DSM-5-TR). American Psychiatric Publishing.
• Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
• Chronis-Tuscano, A., et al. (2016). Parent training for young children with ADHD. Journal of Clinical Child & Adolescent Psychology, 45(2), 156–168.
• Faraone, S. V., et al. (2015). The worldwide prevalence of ADHD: A systematic review and meta-regression analysis. Neurotherapeutics, 12(3), 418–439.
• Mendelson, T., et al. (2017). Addressing stigma in children with mental health disorders: A community approach. Journal of Community Psychology, 45(4), 523–540.
• Power, T. J., et al. (2017). School mental health programs and interventions for children with ADHD. Journal of Education and Learning, 6(4), 72–86.
• Reupert, A., & Maybery, D. (2016). Parental mental health: A primary concern for schools and communities. Educational and Child Psychology, 33(2), 49–58.