It is because of this, that ADHD is over-diagnosed for several reasons: the different personalities that children can exhibit; parents not taking responsibility as parents; and the lack of proper ways to identify ADHD. Each child is specifically unique in his or her own way. As a result, each child learns and acts differently. When a child is hyperactive or does not pay attention, parents are often worried that their child may have ADHD. However, that child may be a highly active child by nature and in need of exercise and a way to burn of all of that energy.
Some infrequent side effects that occur are skin problems such as rashes or itching, headache, dizziness, fatigue, insomnia, indigestion, nausea, diarrhea and slow heart rate. In conclusion, ADD is treatable through prescription medication and behavioral therapy and if left untreated inhibits one from functioning in society properly. At this time there is no cure for ADD, but much more is now known about effectively coping with and managing this persistent and troubling developmental disorder.
Of all the different treatments, stimulant medications work to change the brain chemistry to that seen in a brain lacking any psychological disorders. This makes them very effective as it gets to the root of the problem, as compared to therapies that try to mask the problem. The FDA approved stimulant medication affects neural transmitters in the brain, allowing for the neural pathways to work more efficiently. With the neurons firing correctly, the symptoms of ADHD are reduced. There is also other non-stimulant medications used to treat ADHD, but these are less commonly prescribed and less effective than the stimulant medication (Facts About ADHD).
Even though someone has a learning disability, it doesn’t mean that with a little bit of hard work, self-determination, and the help of medication, they can’t overcome their disability and defy the odds. Many people say that ADD and ADHD is just a fault in the parent 's discipline and that the parents should just be harder on their kids when they get in trouble or act up. And for some that could be true for some kids, but for a lot of kids, they really do struggle with the disorder. Now, not every kid needs medication to help them, but medication helps. A lot of parents say that they don’t want to medicate their child because of the side effects that the medication causes like upset stomach, headache, loss of appetite, lack of weight gain or weight loss, or insomnia.
In the article, “Medicating Young Minds” author Jeffrey Kluger goes into detail about the problems of medicating children today. It is Klugers et al belief that it should not be happening; medicating the youth. His argument is logical to himself but, it may not be to everyone, especially people who need medication to survive. Kluger uses a sarcastic tone and is somewhat biased in his article. He believes that people today are just looking for the easy way out to feel better, when in reality they use medications to help them be successful in life.
Although much evidence has been found to support causes of depression we are left questioning the exact cause, whether it be genetic, chemical and hormonal or if its a combination. As well the evidence we do get can be very unclear and leaves us asking more questions. The main goal of research must be to limit the amount of side effect paired with the drugs we are administering to patients. We need to ease the pain rather than add to it. Although someone suffering from depression can receive quality help they are reluctant to admit their issue, and will never receive the easy, proper treatment they need.
These adaptive behaviors are considered maladaptive, because they work to counteract the inconsistent behaviors of the caregiver, but do not work when the person tries to use them in their everyday life. In the humanistic model, psychologists maintain that people have an ingrained desire to self-actualize (Comer, 2014, p. 53). Children who are not shown unconditional love, develop “conditions of worth” (Comer, 2014, p. 53). These children do not develop accurate senses of themselves; therefore, they are unable to establish identities. Due to their lack of personal identity, they learn to base their self-worth on others.
With ADHD being a medical disease mainly involving behavior, many people believe ADHD children, or adults cannot control themselves at all. Some parents think that they should have a strict upbringing when raising their child who has ADHD. They believe in the idea of strict rules, which helps them think that the child will not be as rebellious when they get older. In some cases, parents may have different views on if their child should take ADHD medicine in order to help them focus, which causes personal problems in the home. Because of this, not everyone with ADHD gets the medication they need, or the right discipline.
In this type of parenting, spoiling the children’s behavior by giving bribes and gifts are their parenting tools instead of setting the boundaries and expectations. Parents are often afraid to set limits as they believe child has to be true to his or her own nature (Traunter, 2017). According to research (2009), children under the permissive parenting approach is more likely to display low achievement in many areas and develop other risky behaviors such as drug use and other forms of misconduct. Children under the permissive parenting grow up without the strong sense of self-discipline. Since the parents don’t set the boundaries for the children, they lack the skills in social setting.
If one thinks about the amount of time that students spend in school, it is a greater chunk of time than they spend at home. Students go to school to get an education, socialize with peers, and sometimes partake in extracurricular activities. Yet, what happens if a student is dealing with a mental illness or substance abuse? Is the school counselor able to take on the role that the students need? According to an article from the American School Counselor Association, “Research indicates that 20% of students are in need of mental health services, yet only one out of five of these students receive the necessary services” (“The Professional School Counselor and Mental Illness,” 2009 ; Kaffenberger & Seligman, 2007).