A second limitation to this study is the form of treatment that the author has decided to concentrate upon to treat ADHD. The reason that the author choose to focus upon this form of treatment is because ADHD possesses cognitive and behavioral elements and CBT addresses cognitive and behavioral issues in clients. Behavior Therapy is a form of treatment in the counseling field but this form of treatment does not address the thoughts or feelings of the clients that the cognitive behavioral therapist treats (Walsh, 2010). Cognitive Therapy is an additional form of treatment that the author may have chosen to explore however, with this form of therapy the focus is on the client’s thoughts and not on the client’s behaviors. With cognitive therapy, the main belief is that the client will focus on restructuring his or her thought processes and as his or her thoughts change his or her behaviors will change but the focus of treatment is on the thought processes only and, again, with ADHD the clients need attention drawn to both thoughts and behaviors (Walsh, 2010). A third form of treatment in the field of counseling is Narrative Therapy but with this form of treatment the focus is upon an individual’s story of his or her life....
... middle of paper ...
Walsh, J. (2010). Behavior theory. In J. Walsh (2nd), Theories for direct social work practice (123-146). Belmont, California: Wadsworth Cengage Learning.
Walsh, J. (2010). Cognitive theory. In J. Walsh (2nd), Theories for direct social work practice (147-176). Belmont, California: Wadsworth Cengage Learning.
Walsh, J. (2010). Narrative theory. In J. Walsh (2nd), Theories for direct social work practice (273-300). Belmont, California: Wadsworth Cengage Learning.
Young. S. & Amarasinghe, M. (2010). Practitioner review: Non-pharmacological treatments for ADHD: A lifespan approach. Journal of Child Psychology & Psychiatry, 51(2), 116-133. doi:10.1111/j.1469-7610.2009.02191.x
Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821-836. doi: 10.1002/pits.20114
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