Transition Times Can Be Disastrous For The Adhd Student

Depression- the most diagnosed mental illness in the world- is also the most misunderstood. Depression?a sad or discontented mood?can leave a person feeling lethargic, unmotivated, or hopeless, and in some cases ? contemplate suicide. Unfortunately, depression usually begins as high levels of anxiety and with exposure to trauma in children. Higher levels of anxiety or exposure to stress-inducing and traumatic situations as a child could mean an increased risk of depression as an adult. Although a serious mental illness all over the world in

“Recent data estimate the overall prevalence of depression at about 11.1% of the American population, or nearly 35 million individuals (Centers for Disease Control and Prevention, 2011). A predictive models suggest that up to 50% of the population will experience at least one episode of depression during their lives” (Life Extension, 2014). Depression has negatively affected the lives of many individuals throughout the world. Look around you there may even be someone close to you that is demonstrating signs of its stifling affects. Depression does not discriminate with its suffocating

Attention deficit hyperactivity disorder (ADHD) is one of the most common and most distressing disorders amongst school-age children, yet it is probably one of the least well understood. It has received a lot of awareness mainly because of the large numbers of children receiving drug treatment for the disorder. Where children have behavioural problems and parents are finding it hard to manage, it is expected that they will turn to teachers for guidance and help. ADHD can drastically affect children's development at school, not only their work but also their social progress and the relationships that they have with teachers and their peers. If not identified early, long-term

Detail some of the strategies that you as a classroom teacher can employ to deal with students with ADHD-HyIm and ADHD-In

Depression is common in teens and younger children. About 5 percent of children and adolescents suffer from depression at any given point in time.

ADHD exists in people of all ages yet it has a special place in affecting the lives of young children of elementary age and younger. Elementary school students can show many different signs of the disorder and as a result, can find it hard to succeed in a classroom. Although doctors and researchers are still unsure as to what exactly causes ADHD, we do know that the symptoms can range from physical, emotional, and of course mental disabilities. Scholars, teachers, doctors, and parents have long since argued, and have not come to a clear, un-opinionated conclusion on the best treatment for this disorder. Many favor pharmacological treatment such as stimulant drugs, but these can have physical and emotional side effects. Some insist that options such as a change in diet, change in scenery, or an addition of physical activities such as yoga and massage are more effective. Some feel that there should be no treatment whatsoever and that the children simply grow out of it. With so many options and not a clear answer, it is difficult to know what to do. However, I will say that the best treatment for an elementary level student with ADHD, first and foremost,

Children with ADHD have problems managing social skills thorughout the day. Following rules such as getting along with others at school and home are a challenge. Family dynamics change, in that, more time is spent with the child that has ADHD. That time is spent helping with homework, bedtime rituals, getting ready for school, and diverting aggression toward siblings. Clear communication is always important, including stating rules and expectations and establishing consistent rewards and consequences. Initial symptoms of hyperactivity, distractibility, impulsivity, and aggression tend to decrease in severity over time but remain present.

Staff, teachers, and school personnel lack the ability to determine a diagnosis of a child having ADHD or giftedness. Staff have less training on this subject which causes work in the classroom to become more difficult. Increased activity, lack of attention span, difficulty completing certain tasks, and response to questions decrease are just a few forms teacher may signal from students in their classroom. Teachers are to watch their students closely to see if the students attention fade where they may need to refer the student. ADHD is not uncommon of a misdiagnosis that may be cause by other conditions from the classroom to the home environment. Attention spans are where teachers can see there is a potential issue with the particular

More people suffer from depression than you might think. People of all ages, backgrounds, lifestyles, and nationalities get clinical depression. An estimated 35 to 40 million Americas living today will suffer from major depression at some time during their lives. (4) This is about 13 to 20 percent of all Americans. (1) About half of these individuals will experience recurring depression. (3) Despite being what authorities call "the nation's leading mental health problem" (6), depression is often misdiagnosed or undiagnosed, and therefore not treated. (4) Often as a result, about 25 percent of these people attempt suicide to end their

They can easily recognize that a student is inattentive and/or hyperactive, but teachers struggle with understanding the full spectrum of ADHD and its treatment options (Akram 2009). A lack of understanding between the teacher and the child suffering from ADHD may create tension and resentment in the classroom, which is counterproductive for both parties. Educators have a very difficult time teaching children with ADHD because these students require special attention, whether it be positive or negative, that the teacher may not be able to provide due to class size (Nilholm 2014). Since ADHD typically presents itself in an outward manner, school professionals sometimes view ADHD as a result of social or behavioral factors despite evidence that it is a neuro-biological disorder (Forness 2000). To help teachers understand ADHD better, school districts could provide in-service training on the intricacies of ADHD, and its treatment options (Bussing 2002). These classes would aid teachers in feeling more comfortable about effectively managing more inclusive

According to statistics 11% of children 4-17 have been diagnosed with ADHD at one point in their life. In 2003 that estimate was only 7.8 percent. Boys are three time more likely to have been diagnosed with ADHD than girls (5.6 percent). In adults the rate is much lower 4%. Over the years the ADHD rates are seemingly increasing. ADHD includes a common factor for all of those who test positive from 3 to 5% of the school-age population is referred in any given year, 92% of those referred are tested, 74% of those tested are placed in special education. Numerous practices in the typical general education classroom conflict with known effective interventions for students with special learning needs. Undifferentiated large-group instruction appears

In recent history, the number of students diagnosed with Attention Deficit Hyperactivity Disorder has grown tremendously; causing teachers to face new challenges on how to instruct students with behavioral and learning difficulties. Students with ADHD have not only the privilege, but also the right to learn according to the Public Law 94-142 and the Americans with Disabilities Act. There is growing debate about methods that are best for students with ADHD including reward systems for behavior, to medications administered to the individual. In order for a student to learn with ADHD, teachers should integrate a variety of techniques, a general knowledge of medications and

He is absent only on the days he has an appointment with his GP, as a follow up on medication, or when he is sick. He tremendously enjoys his Mathematics Class, and he is the class topper when it comes to mental mathematics, especially in Multiplication. However, he loses interest during English classes, especially in spelling. He tends to forget the spelling, and often gets confused. He takes effort to understand what the teachers say in monologue, but quickly loses interest. Brad is fortunate o have an Education Assistant (EA), Anna, who would give him separate activity sheets, diluted and made simple. But, when Anna is absent, relief EA find it difficult to work with Brad. For example, he does not like some one forcing and insisting is to do a task. He enjoys physical activities, especially playing basket ball in school. Bankley (4, p.17) suggests that according to research, exercise activities at school, could reduce disruptive classroom and social problem behaviours, helping to improve academic performance. Children with ADHD need regular exercise as it assists them with concentration, paving a way for healthy impulsive discharge (4, p.16). Brad’s behaviour tend to swing to bad moods, as he is seen withdrawn or on occasions outburst of anger with his peers during recess or lunch

Students with ADHD will often face complications and have different aspects on daily elements compared to the average child/young adult within the education realm. Children and teenagers with ADHD will ‘fidget’, play with objects, and ultimately are restless when

Major depressive disorder (MDD) is a common mental health disorder seen in primary care. It effects all age groups, although the presenting signs and symptoms will vary at different ages. Many clients have somatic symptoms that mask the depression symptoms and make it difficult for physicians to diagnose MDD. Patients with this disorder have difficulty with work and social functioning. There is an increase in comorbidity with chronic illnesses. These clients are 30% to 40% more likely to have MDD (McCarron, 2009). Potential for suicide is high with this diagnosis. Not surprisingly, the majority of these clients are seen in primary care setting supporting the need for screening clients