Green Space Therapy

This article covers the topic of outcomes as it relates to children with ADHD. They address five very important questions that relate to these students. They also discuss and share that research has come up with very few positive solutions that help academic outcomes with those diagnosed with ADHD. My research left me with more questions than answers as I found that there are very divisive opinions surrounding the topic of ADHD and its legitimacy.

For starters, parents and doctors should think about ADHD as early as preschool. Firstly, thinking about ADHD problems at a very young age can help at children who have trouble keeping friends, and trouble in school. For example, Perri Klass, journalist for the New York Times, shares that when first treating a preschooler with ADHD it would be beneficial for them to do behavioral therapy first, and medication last. Thus, this point proves that medication is necessary, but is not the first step when treating a child. Secondly, nine percent of American children between the ages of four and eighteen are affected by ADHD. For instance, Susan Pinker, journalist for the Wall Street Journal, reports that attention deficit hyperactivity disorder is one of the most common and most misunderstood disease. Therefore, this confirms that some people may have it, and others may not. Thirdly, do children grow out of ADHD when they are a child? To illustrate, Susan Pinker, tells that the statement is a myth. The older you get, you are more likely to think about life consequences rather than when you were a child. Consequently, this information shows that children with ADHD are proven to make worse life decisions, rather than a normal child. For all these reasons, medication is necessary to control the

Attention deficit hyperactivity disorder (ADHD) signifies a major public health problem. Diagnoses continue to rise each year, yet the rates of treated ADHD are declining. There is a lot of controversy about treatments for ADHD today. Helpful treatment options like medications and therapies are receiving negative views with many saying that treatment is not necessary or the negatives outweigh the benefits. Those against treatment cite problems like substance abuse and negative side effects. However, ADHD greatly impacts a person’s life, as well as everyone in that person’s life. Treatments help tremendously, relieving many of the symptoms and improving functioning capabilities. Despite the negativity recently about treatments for ADHD, treatments are necessary.

A method was outlined that involved CBT sessions over the course of a semester. The early semester sessions were centered around creating goals relevant to college success, increasing motivation, and guiding the student to a mindset where they are willing to acknowledge and begin working to change the behaviors which present as problematic. The mid-semester sessions aim to review the results up to that point, build on the treatment plans, and work on solving any issues that have arisen, psychological and otherwise. Finally, the patient moves on to the end of semester sessions, by which point they should have had time to test out what methods and strategies for coping are successful (Ramsay). The article concludes by discussing how college is a time where ADHD can be caught before harmful behaviors develop, and be treated as a person transitions into adulthood so that lifelong habits can be formed. An actual experiment on college students was not performed, however Ramsay laid out a blueprint for how it would be achieved. One weakness in the methodology of the study is that the time period only extends through a single semester. As a student gets farther into their studies, their schedules can change quite a lot, and the structure of classes may also change. To help ensure that they can transition between semesters smoothly, it may be more effective if the treatment occurred throughout an

Attention deficit hyperactivity disorder, better known by its acronym as ADHD, is one of the “hot topics” constantly being discussed in today’s psychological field. Interestingly, the debate is on whether or not ADHD is a real mental disorder. The community is divided into two distinct groups. One group believes that ADHD is a real mental disorder and should be treated as such. Others, however, believe that ADHD isn’t a disorder at all, rather it is a ploy driven by the pharmaceutical companies in order to increase sales of stimulants such as Ritalin. Within this group there are also people who believe that ADHD itself is not a disorder, however, it is part of a larger malady, or a result of poor parenting or a sugar-rich diet.

Every day I walk into a room full of young students eager to learn and explore the world around them, and yet I know for some of them their ability to focus in a large classroom setting prevents them from succeeding. I watch them struggle to maintain focus while listening to instruction, and I see their overactive minds tap-tap-tapping away in their own world during independent work time. These students suffer from Attention Deficit Hyperactivity Disorder, also known as ADHD. In attempts to better understand and serve the students I work with my research and subsequent paper will focus around the symptoms of Attention Deficit Hyperactivity Disorder, specifically as they occur within children 5-14 years old, as well as an examination on the variety of treatments for Attention Deficit Hyperactivity Disorder symptoms. Ultimately, concluding that children in school should be required to pursue some form of treatment for their Attention Deficit Hyperactivity Disorder symptoms in order to improve their learning in the classroom. Of the 86 students that I service, I have nine students who have been diagnosed with Attention Deficit Hyperactivity Disorder, and only six of those students are receiving medication. The statistics of my classroom closely reflect the national averages for Attention Deficit Hyperactivity Disorder diagnosis and treatment. The National Survey of

Attention Deficit Hyper Disorder, or ADHD, affects many children in the United States as well as young adults. ADHD in young children can lead to difficulty in concentrating and learning in school, as well as becoming a distraction to the classroom (Frazier, Youngstrom, Glutting, & Watkins, 2007). Not only can ADHD cause problems in school, but it can also have an impact on other areas of that child’s life. These difficulties include making friends or listening to instructions told to them (DuPaul, 2007). In addition to the many adverse effects of ADHD, there are treatments and medications available to those with the disorder.

Attention Deficit/Hyperactivity Disorder (ADHD), a neurodevelopmental disorder, is becoming more and more predominant every year throughout the entire world. It is one of the most common disorders that today’s children have. According to the Centers for Disease Control and Prevention, “Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of approximately 5% per year from 2003 to 2011,” which illustrates that this disorder is becoming a common one to diagnose (CDC, 2015). These percentages prove that ADHD is recognized and treated more than it was a few years ago. Now that children are being diagnosed, doctors, parents, and educators can make the necessary changes to positively affect the child’s daily life.

The study includes one hundred filthy two adults, eighty-eight adults with ADHD and sixty-four healthy adults. The adults with ADHD were part of a program that

Two widely recognized alternative treatments for ADHD include cognitive therapy and exercise. By itself or in combination, these alternatives may lead to an improvement in the symptoms of the patient. Cognitive behavioral therapy involves the restructuring of the patient’s mind, working to eliminate faulty behavioral patterns and negative thoughts. “The therapist works with the patient to identify both the thoughts and the behaviors that are causing distress, and to change those thoughts in order to readjust the behavior.” (NHS Choices, n.d.) This process is like taking a book, tearing out the last few chapters, and replacing them with new material in order to change the outcome. “Cognitive-behavioral therapy is a collaborative, action-oriented therapy effort…[which] empowers the patient by giving him an active role in the therapy process and discourages any overdependence on the therapist…” (NHS Choices, n.d.) This therapy can help by curbing the “incorrect” behavior of these children and also show the patients how to cope with any emotional toll this mental disorder has wrought upon them.

ADHD is a disorder that mainly affects children, but can continue into an adult’s daily life. It was classified in 1987 in the Diagnostic and Statistical Manual of Mental Disorders (DSM-III). It has a variety of negative outcomes that can interrupt a child’s schooling and normal life. There are true cases of ADHD that children have been diagnosis using the DSM-III, but there have been children said to be ADHD because they are just hyperactive. The level of hyperactivity or impulsivity must be appropriately measured by psychologist over years of the children experiencing symptoms to be able to true diagnosis. The proper diagnosis can affect the child’s schooling and life after school as an adult with work skills. It is most often treated using Psychostimulants.

Attention Deficit Hyperactivity Disorder is a disorder found in children. According to the “Diagnostic and Statistical Manual of Mental Disorders” 5th ed.; DSM-5; American Psychiatric Association, (2013), ADHD can lessen a student’s ability to say focus when completing assigned tasks. Its symptoms range from fidgeting, short attention span, boredom, mood swings and hyperactivity. This study examines changes in classroom practices that will support the needs of ADHD students while helping them to reach their full potential.

Attention Deficit Hyperactivity Disorder (ADHD) is thought to effect between two and seven percent of all childhood population, and roughly five percent of all adults. (Heal and Pierce 713-738, Weiss and Weiss 27-37) Kids and adults with ADHD exhibit a wide variety of symptoms ranging from inattention to impulsivity to hyperactivity, all of which can be treated with a correct application of modern medicine. (Jones 12-20) But as concerned parents look harder at modern treatments many begins to raise concerns about unwelcomed and unnecessary side effects such as increased chances of problematic cardiovascular issues. (Heal and Pierce 713-738) It is through these new concerns that alternative methods such as Psychotherapy and other natural

ADHD (Attention Deficit Hyperactivity Disorder) is a rising concern in the modern society for the past decade. It has been a hindrance to excelling in life, irrespective of age, for adults and children alike. Signs of ADHD are typically seen at a really young age, usually between the ages six and twelve. ADHD has the potency to negatively affect people’s lifestyles by hampering them psychologically.

A research study conducted by Visser, Zablotsky, Holbrook, Danielson, & Bitsko (2015) discovered that the percentage of children diagnosed with ADHD in the U.S. has steadily increased 3% a year from 1997 to 2006. The study also revealed that the percentage of children diagnosed from 2003 to 2012 increased by 42%. Despite having the additional knowledge of and research about the disorder, ADHD diagnoses are increasing at an astronomical rate; due to this sudden, drastic change, researchers have begun to question the validity of ADHD diagnoses in the U.S (Visser, Zablotsky, Holbrook, Danielson, & Bitsko, 2015). Based on the research above, it is apparent that ADHD is becoming over