Question

i need a conclusion for my paper on ADHD. I need this asap please have to turn my paper in one hour!!!! thank you

           In the recent times, ADHD is being seen in the light of cerebral dysfunction with too much focus on clinical treatment using medication at the same time keeping psychotherapy at bay which shows a dangerous trend. Psychotherapy even though cannot explain the cause of the condition, but it can help the children in coping his emotions and can help throw light in the inner world the child is experiencing which could be very fruitful to the child. Psychoanalytic and psychodynamic therapies are used where the specialist interpret the thoughts of the child to understand the challenge faced by the child.
            One of the most common neuro-behavioral disorders seen in children is Attention deficit disorder and is responsible for problems like lack of attention, hyperactivity, impulsiveness etc. If such conditions are not given attention at a younger age, the children may end up being a threat to self and the society with their social cut off status. It was found that a treatment is required for the same and after the completion of the treatment and therapy, intervention by parents and support in cognitive therapy is very important. There are many things that impact and help with long-term benefits of neurobehavioral development.

             The early experiences of a child, interpersonal relations etc. are all important in shaping up the mind and progress it in the right direction. There are two things which can impact long-term mental benefit to the patient which includes empathy and transference. The therapist must be able to build a very strong relationship with the patient to bring out a successful result. The early relationship of a child with parents and the surrounding contributes greatly in shaping up the mind and brain. The caregivers help in healthy development of the brain as they can respond to a child’s greatness and perfection. Apart from that, one must be able to maintain a sense of calmness and perseverance with the child.

           It is very important to first decode the nature of the child and they must be allowed to enjoy the fruit of childhood. They must be able to comprehend with reality but in a sensitive manner. There are few ways by which therapeutic relations help in changing the behavior and mindset, Mirroring transference is one way where the patient is attached to the therapist and same is reciprocated from the therapist side. Idealizing transference is one way where the patient regards the therapist as perfect through the built connection and hence patient starts to feel powerful. Twinship transference is another one where patient desires to feel the essential connection with the therapist.

            Hence no matter what, the therapeutic relations are very important for maintaining an excellent therapy session. The therapist initially tries to build a stronger bond with help of empathy. It is of two types which intellectual empathy that involves awareness and accurate understanding of the patient and compassionate empathy which involves being kind and compassionate through the thoughts of the patient. Empathy plays a very important role in treating ADHD in children as it helps the child to come out of their cocoon and see the world in a better way.

             Empathy helps in treating a wide array of emotions like anger, sadness, non-attentiveness, impulsive behavior etc. It helps in understanding the patient and their emotions. Empathy is basically putting you in their shoes and understanding their state of mind. It helps in building alliances with the patient and plan a therapy for long-term benefit. it is important to establish an understanding of the patient’s mind before undergoing any sort of therapy and treatment. Parents intervention and the healthy surrounding atmosphere is equally important.

                ADHD is among the most common neurobehavioral disorders presenting for treatment in children. It carries a high rate of comorbid psychiatric problems such as oppositional defiant disorder (ODD), conduct disorder, mood and anxiety disorders, and cigarette and substance use disorders. Across the lifespan, the social and societal costs of untreated ADHD are considerable, including academic and occupational underachievement, delinquency, motor vehicle safety, and difficulties with personal relationships.

                ADHD affects an estimated 4% to 12% of school-aged children worldwide with survey and epidemiologically derived data showing that 4 to 5% of college-aged students and adults have ADHD. In more recent years, the recognition and diagnosis of ADHD in adults have been increasing although treatment of adults with ADHD continues to lag substantially behind that of children. In contrast to a disproportionate rate of boys diagnosed with ADHD relative to girls in childhood, in adults, an equal number of men and women with ADHD are presenting for diagnosis and treatment.

              ADHD can be reliably diagnosed in children, adolescents, and adults. Using the current guidelines, the child or adult patient must meet the criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The symptoms of the disorder are categorized as follows: inattention-difficulty sustaining attention and mental effort, forgetfulness, and distractibility; hyperactivity-fidgeting, excessive talking, and restlessness; and impulsivity-difficulty waiting for one’s turn and frequent interruption of others. The DSM-IV-TR criteria also include onset by age 7, impaired functioning in at least 2 settings (home, work, school, job), and more than 6 months of duration 30.

             ADHD has been conceptualized as a disorder affecting “frontal” circuitry due to associated deficits in executive cognitive functioning. A structural magnetic resonance imaging (MRI) study in adults with and without ADHD also revealed a smaller anterior cingulate cortex (ACC) and dorsolateral prefrontal cortex (DLPFC).

            ADHD is among the most recognized genetic-based disorders in psychiatry. Family studies of ADHD have shown that the relatives of ADHD children are at high risk for ADHD, comorbid psychiatric disorders, school failure, learning disability and impairments in intellectual functioning. Additional lines of evidence from twin, adoption, and segregation analysis studies suggest that the familial aggregation of ADHD has a substantial genetic component. Twin studies find greater similarity for ADHD and components of the syndrome between monozygotic twins compared with dizygotic twins.

           The management of ADHD includes consideration of two major areas: non-pharmacological (educational remediation, individual, and family psychotherapy) and pharmacotherapy. Support groups for children and adolescents and their families, as well as adults with ADHD, provide an invaluable and inexpensive environment in which individuals can learn about ADHD and resources available for their children or themselves.

Specialized educational planning based on the child’s difficulties is necessary for most of the cases. Since learning disorders co-occur in one-third of ADHD youth, ADHD individuals should be screened, and appropriate individualized educational plans developed. Parents should be encouraged to work closely with the child’s school guidance counselor who can provide direct contact with the child as well as serve as a valuable liaison between teachers and school administrators.

             Clinicians have at their disposal a variety of psychosocial interventions for ADHD. Apart from traditional psychotherapy, which addresses underlying emotions, psychologists are available to help children develop strategies for improving academic performance and interpersonal relations. Psychiatrists can assist the child with skills in organization and prioritization, as well as act as mentors, advocates, and motivational figures. Parent training is often conducted using the antecedent behavior consequence model and is implemented using various methods, including small and large parent training groups, parent training with individual families, videotapes, and behavioral sessions that include children.

             The stimulant class medications are among first-line agents for pediatric and adult groups with ADHD based on their extensive efficacy and safety data the most commonly used compounds in this class include methylphenidate-based (Ritalin, Concerta, Focalin, Metadate, Daytrana and others) and amphetamine-based (Adderall, Dexedrine, Vyvanse) formulations. Stimulants are sympathomimetic drugs which increase intrasynaptic catecholamines (mainly dopamine and norepinephrine) by inhibiting the presynaptic reuptake mechanism and releasing presynaptic catecholamines. Whereas methylphenidate is specific for blockade of the dopamine and noradrenergic transporter proteins, amphetamines (in addition to blocking the dopamine and noradrenergic transporter protein) release catecholaminergic stores and cytoplasmic dopamine and noradrenaline directly into the synaptic cleft.

Answer 1

While there is no cure for ADHD, medications can help to remove symptoms and maintain functioning .Treatments such as medication,psychotherapy,education and training will have to be administered throughout the treatment of ADHD.Certain medications have side effects like sleep problems,personality changes,increased anxiety and irritablity,which have to be monitored by the clinician in effective treatment.Non stimulant medications are administered if the patient is suffering form side effects of stimulant medications.Doctors work or rather closely monitor the medications given to the patients.Clinical Trials are research studies that look at a new ways to prevent,detect or treat ADHD. The object is to be able to compare the effect of experimental treatment with the standard or no treatment.ADHD is sometimes known as Attention Defeicit Disorder ,the causes remain unknown but can be diagnosed and treated if detected ealry.Effective medication and support system help to maintain an equilibrium in the treatment of ADHD.