Introduction
The cases where children are mostly considered to be incurring massive conditions of behavioral dysfunction is often noted as somewhat problematic not only for the parents but for their school handlers as well. This is why when such problems arise, it is highly important for such young ones to be given attention to. Their cases should not be neglected nor be set aside as somewhat normal as doing so might make the scenario rather more complicated in the long run. In this discussion, a presentation of how a case of ADHD in a child is to be resolved through specific intervention approaches that are considered under psychological operations that are dedicated to the assistance needed for the management of the child’s behavior.
A six year old boy has been reported to have incurred a series of mischiefs at school and has been noticed to have been engaging in particular activities that marks him as a trouble maker in class. This condition infers a distinct indication of a determinable pattern by which a child takes on a different path of development, not because he is not disciplined properly, nor is he a natural trouble maker. Instead of dismissing the situation, it is best to insist on investigating further upon the matter. Although the child is already diagnosed to be suffering from ADHD, it may not be that helpful to simply carry on such a diagnosis without undergoing any further implicative investigations on the matter. The necessity of such an investigation is dependent on the desire to see what other factors might be contributing to the changes of behavior in the child. Knowing such other factors shall provide the therapists and attendants an idea on what particular matters should be eliminated especially for the sake of the improvement of the treatment [and possible medication] that the child may need. The data that follows shall make a determinable course of improvement, especially for the sake of giving extensive information that would impose on how the child is diagnosed with ADHD and how such condition could be further dealt with through intervention.
Diagnostic Features of the Child’s Behavior
- Characteristics of the disorder
Every six-year-old child Is expected to be silly at times; to act differently especially in the case of dealing with his peers. This formative years in a child allows him to explore not only his environment but his capacity to mingle with others as well. Relatively, it is because of this matter that most children developing symptoms of ADHD are being set aside and are considered to be following the formal or regular flow of age-progress. Nevertheless, there are simply some instances when such situations could determine a definite irregularity in the pattern of progress of the child.
For instance, the case of the child being investigated upon herein insists on such change of behavioral pattern especially undergoes a specific course of development, but is observed to have incurred particular behavioral dilemmas including the incapacity to focus on matters as well as in lessons and have specific problems when he is dealing with peers during playtime and even during class hours. Marked as the early-class bully, the child suffers a particular social segregation at such an early age from his peers, which further aggravates the situation. The child seemingly responds differently to the punishment and discussion-reprimands from his teachers. Perhaps due to the lack of attention on matters, the child develops a hard time taking into account the concept of punishment and the idea of being more serious about what his parents or even his teachers are telling him. Practically, it could be understood that when it comes to developing matters of concern, especially for the sake of determining what the child is going through, it is important to seek further information about his family background. Determining such external and emotional factors could help the therapist to understand where unnecessary stressors are coming from thus making the ADHD symptoms easier to manage.
- behavioral manifestations
The behavior of the child, as mentioned earlier, dispenses a sense of uncomfortable consideration, especially when it comes to mandating conditions when he is required to give attention to matters that are important to his thinking, especially to that of his need to advance in learning. Since he is attending the primary stage of his school years, the changes in his behavior may be unprecedented. However, there are instances when such lack of attention does create a definite course of problematic issues, especially when he is required to finish particular tasks in class.
On the other hand, the lack of control on the way he handles physical activities especially when he is with his peers causes commotion on the social connection he is beginning to build in school. Unlike any regular child, the boy dealt with in this case incurs particular irregularities when it comes to the display of his behavior. Noticeably, the child incurs determinable patterns of failed attempts towards embracing the possibility of making friends because most of the time, he ends up hurting them with his speech or his actions. As a result, he becomes isolated away from others, hence making him more vulnerable to sudden outbursts of anger, simply because of the fact that he does not have friends or peers to play with.
- Neurological link
The normal brain of a young child inhibits a balance on both sides; thus allowing a sense of balance, especially when it comes to embracing the perfect balance of growth. However, among children suffering from ADHD, such balance may not be easily detected. In fact, it is the imbalance of the brain structure of a child with ADHD that causes him to become more acquainted with particular subject matters than he is ever going to be fully connected to other aspects of learning. For instance, a child who has ADHD may flunk every single subject in class but may develop particular interest in one subject matter, thus making him excel in such subject to the extreme. This imposes the fact that once an individual with ADHD places his attention on one matter, he gives extreme concern to how it is done in a perfect manner.
In a way, honing the skills of a child based on what interests him the most does create a definite course of development, especially in the hope of making progressive attempts towards becoming more involved on his studies in school or a particular extracurricular activity that he may be best in. However, for a six year old child, finding immediately what is most interested in may not be an easy task, especially that such condition of thinking involves focus. A young child do not have so much in his mind yet. A six year old boy is still at his exploration stage. Not knowing completely what he wants, the boy in this case does provide a distinct indication on how his desires may not be completely obvious yet. Relatively, such identification of desires should be closely worked-on upon.
In the case of his behavior, the boy in this case presents a disturbed condition of understanding the proper ways of handling social connections. Even though his peers may have some same trouble-making attitudes, the boy being dealt with herein posts a distinct course of irregularity in the way he thinks and deals with problems [even simple disagreements] with his peers. This leads him to tantrums and distinct courses of outbreaks making it harder for his peers to make a connection with him. From such condition comes the development of frustrations which again puts his thinking process into haywire making it harder for him to control his behavior. When reprimanded for such acts, the boy would likely disregard the reminders, even the warnings he receives from his superiors thus increasing the frustration on the people around him. This is where the situation becomes more complex and more problematic not only for the child in focus, but also for the people surrounding him accordingly.
- Gender Prevalence
According to research, ADHD is more prevalent among boys than it is ever in girls. It could be realized that somehow, the possible increase of diagnosis of ADHD in boys is due to the fact that they are in nature more active than girls. Girls on the other hand may not seemingly be as active, but what is most prevalent in them that gets easily noticed is that of their lack of concentration. When such issues arise, boys are often given the leeway of observation before they are actually subjected to diagnosis procedures and/or necessary treatment and medication [after undergoing observation].
- Educational considerations
When a child is diagnosed with ADHD, it is most often than not observable that he might need some specific attention and assistance in class. Letting the instructor know about the matter is very important as he would be the one to handle the child the longest time as he is in class. In terms of gaining educational achievements, getting the attention of the parents is more than necessary. It is their involvement in the process that best fits the approach towards helping the child manage his irregularities and the matters that are usually lacking in him. Knowing that his parents, among any others, understand his situation does create a sense of development and stability in the child’s mind. Practically, this allows the child to become more involved in the process of managing his own situation making it easier for him to understand what he needs to do about his attitude when at home, at school and whenever he needs to deal with his friends.
Professional Intervention
- Psychotropic treatment
Psychotropic interventions usually involve medication. The use of medicine to treat or manage ADHD is directed towards making a mark on how the behavior of an individual becomes fully dependent on the makeup of his brain and how such makeup works towards a distinct course of behavioral pattern that the patient takes into account. For the child being observed herein, it is understood that medication may be prescribed, however, there are instances when such drug-defined treatment may not be necessary if the situation can still be managed through natural adjustments of environment, time use and activities.
- Psychotherapy treatment
Through the extensive application of talk therapy that involves both the child and his parents, it is expected that getting through to the roots of the problem would be possible. Making a definite impact on how modern psychotherapy assistance occurs, it could be realized that with such approach, not only would the child undergo observation and several practices that would improve his focus and the way he handles tensions and frustrations (Hagberg, et al, 2010). He would also be given the chance to improve the way he handles himself when he is with his peers. Helping the child realize his situation and his limitations may not be easy though, especially considering his age. The limit of his capacity to understand matters does create a distinct mark on how developmental operations towards handling ADHD in the child being observed could be hindered (Bellani, et al, 2011). This is why it is strongly suggested that involving his parents into the therapy would be much helpful than dealing with the child on his own.
The parents’ involvement in the situation would increase the likelihood of the effectiveness of the approach of therapy. Their input on how their child would help so much in directing the young one in making good decisions, especially when facing tension and frustrations in class and at home. The parents are the first ones who know their child; and at this point, they are also supposed to be the first ones to know about his case and how it should be dealt with.
It could not be denied that the case of situation their child has been involved in has created massive frustrations among the parents already. Relatively, it could not be denied that when it comes to handling such commotions in the family, no matter how hard the parents contemplate on the matter, unless they know what is really happening with their child, they would not be able to face the challenge successfully. This is why in this case, it has been considered important to give attention to the connection that the parents and the child has. Improving that connection is seen to have a greater impact on the child’s capacity to accept matters and manage situations accordingly.
During the talk therapy sessions, the child could be handled separately from the parents. As the child is being observed at play and particular activities that are to be expected for him to complete, the parents could be on another room where they are given the chance to see how their child respond to particular elements he gets involved in during the therapy. This approach shall make it easier for the parents to become more involved and knowledgeable on how to deal with their child’s frustrations in a more positive manner (APA, 2014).
Involving the parents into the process could also be an effective bridge to reach out to the teachers handling the child in school. Through the parents’ involvement in the studies of the child, they would be able to give points of consideration for the teachers to check, especially when the said instructors are to deal with their child in class. Helping the teachers understand the position of the child and the parents on the matter is important to be able to avoid conflicts later on. This collaborative partnership between the therapist, the parents and the teachers would create a more workable environment for the child. This shall give him a better option to grow and embrace maturity accordingly.
- Community resources
The community provides distinct support to parents and children who are experiencing the pressures of facing the challenges of ADHD. Unlike the past decades, the realization about the emergence of cases regarding ADHD have not been fully accepted yet. However, at present, with the realization of what ADHD is and how much toll it is making on modern families trying to survive everyday life, communities have formulated procedures that could increase the possibility of helping out such stressed families. Understandably, people have a distinct impact on each other. Knowing that there are others around them who feel the same way and who are going through the same things gives individuals [and families] the rightful capacity to face the challenges that the case embarks on their being (Racine, et al, 2008). What makes such process helpful is the camaraderie that is built between those who are directly affected by the situation. Giving the families some better options and better outlook on the situation, it could be analyzed that the community centers dedicated to such operations of providing support to such families give a better hope for those struggling to accept the situation.
Among the most common and notably largest organizations providing such assistance to patients and families suffering from ADHD include the CHADD or the Children and Adults with Attention Deficit Hyperactivity Disorder and the Attention Deficit Disorder Association or the ADDA. Both organizations have their branches in Maryland where people needing assistance could visit and enjoy the therapy and protective sessions that they offer their clients.
Final Remarks
The need to face ADHD challenges among children may be daunting especially for families that do not understand the situation completely. Relatively, such condition of situation could be dealt with effectively through the collaborative help of the associative connection of the parents, the therapists and the children undergoing the need for attention because of their case in ADHD. Notably, the brain development of these children take a different course. Nevertheless, it should not render them disable or incapable of assuming happiness and success in the future (Tsai, et al, 2010). Through proper guidance, assistance, therapy approaches [and relative medication], these children could still be given a better way of redefining their path towards success thus achieving a better life than they have ever been expected to embrace. Through proper work, assistance and attention, children suffering from ADHD need not be hasty in facing life at a much better pace. Children with ADHD should be treated with proper care and understanding (Bendz, et al, 2010). Doing so would be daunting. This is why it is highly suggested that parents take on the chance to become more involved in the therapy sessions dedicated to their children thus allowing them to gain knowledge and proper strategy to face the situation accordingly. This will increase their capacity to relate to the children accordingly, thus allowing them to embrace a more proper course of improving their family affairs amidst the existence of ADHD.
References:
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association. (5th ed.). Arlington: American Psychiatric Publication. pp. 59–65.
Racine, MB.; Majnemer, A.; Shevell, M.; Snider, L. (Apr 2008). "Handwriting performance in children with attention deficit hyperactivity disorder (ADHD)". J Child Neurol 23 (4): 399–406.
Hagberg BS, Miniscalco C, Gillberg C (2010). "Clinic attenders with autism or attention-deficit/hyperactivity disorder: cognitive profile at school age and its relationship to preschool indicators of language delay". Res Dev Disabil 31 (1): 1–8.
Bellani, M.; Moretti, A.; Perlini, C.; Brambilla, P. (Dec 2011). "Language disturbances in ADHD". Epidemiol Psychiatr Sci 20 (4): 311–5.
Tsai MH, Huang YS (May 2010). "Attention-deficit/hyperactivity disorder and sleep disorders in children". Med. Clin. North Am. 94 (3): 615–32.
Bendz LM, Scates AC (January 2010). "Melatonin treatment for insomnia in pediatric patients with attention-deficit/hyperactivity disorder". Annals of Pharmacotherapy 44 (1): 185–91.
