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Arlene Crisp
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Updated Nov 26, 2020
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00:00 - 00:00
good morning.
00:01 - 00:01
I run.
00:01 - 00:01
My name is Alan.
00:02 - 00:03
Chris. From today I would like to say this opportunity
00:03 - 00:06
to talk to you about attention deficit Hyperactive disorder, also
00:06 - 00:07
known as a d h d.
00:08 - 00:11
I'll be analytically investigating the effects of complex myself have
00:11 - 00:14
difficulties in Children and adolescents on analyzing how external factors
00:14 - 00:16
such as the families and surrounding environments have an impact
00:16 - 00:17
on them, too.
00:17 - 00:20
Evidence cemeteries that early intervention prevent young people from having
00:20 - 00:21
lifelong problems on.
00:21 - 00:24
I believe that speaking about assessment interventions and treatment is
00:24 - 00:26
the first step forward on that is what I'll be
00:26 - 00:26
doing today.
00:27 - 00:28
I'll be covering an in depth insight on misconceptions.
00:29 - 00:30
Back contact Mr Criteria.
00:30 - 00:32
Protective Factors, Common aspects of a D.
00:32 - 00:32
H. D.
00:33 - 00:35
The in fact 80 she hasn alive on external factors
00:35 - 00:37
and how will be able to help young people with
00:37 - 00:37
a d.
00:37 - 00:38
H d.
00:38 - 00:40
I hope I'm able to clear any questions you may
00:40 - 00:42
have and were able to walk towards getting rid of
00:42 - 00:45
the stigma around HD by acquiring the accurate information on
00:45 - 00:45
widening our understanding.
00:47 - 00:49
What comes to your mind when you think of a
00:49 - 00:49
D. H.
00:49 - 00:53
D? There have been many myths and misconceptions over the
00:53 - 00:55
recent decades and a number of anti assumptions about a
00:55 - 00:55
D. H D.
00:56 - 00:57
Which have been circulated as well as its causes.
00:57 - 01:00
Diagnosis and treatment, perhaps that a person is lazy or
01:00 - 01:03
unmotivated, or that it's caused by poor parental discipline, or
01:03 - 01:04
maybe that they will outgrow it.
01:05 - 01:07
The notion of the social construction theory by Berger and
01:07 - 01:10
Luckman in 1966 is a part to play here, where
01:10 - 01:12
social interactions cause concept of the behaviors of one another
01:13 - 01:15
over time on people to adapt to these roles, therefore,
01:15 - 01:18
over a period of time, become institutionalized and implemented by
01:18 - 01:22
society. Thus is a socially form explanation describing behaviors that
01:22 - 01:24
might not fit proposed social standards.
01:25 - 01:28
This may include behaviors which may not be operating at
01:29 - 01:31
a level that fits social standards and is believed to
01:31 - 01:32
be abnormal and cause labeling.
01:34 - 01:36
But the reality is that along with a D, she
01:36 - 01:39
comes a high prevalence of other co morbid psychiatric difficulties.
01:41 - 01:44
These include oppositional defiant disorder, anxiety, mood disorders and substance
01:45 - 01:47
abuse. HD is in the midst off the most familiar
01:47 - 01:50
near behavioral disorders for treatment and Children as well as
01:50 - 01:53
adolescents. The diagnosis of a D H D is clinically
01:54 - 01:56
established by a review of science and symptoms, which might
01:56 - 01:58
include lack of attention when having traveled to focus.
01:59 - 02:02
It could also involve hyperactivity activities not appropriate fit into
02:02 - 02:05
the surrounding environment as well as being hasty, um, and
02:05 - 02:08
impulsive moments without second thoughts, it is crucial to reflect
02:08 - 02:11
on all aspects of a person's life and in an
02:11 - 02:15
evaluation off 80 HD the D S m five and
02:15 - 02:18
I see 10 the D S M five diagnostic criteria
02:19 - 02:19
for 80.
02:19 - 02:22
She was created in 2000 and 13 and reviewed to
02:22 - 02:23
improve reliability in the diagnosis.
02:25 - 02:27
The ultimate element, which is essential in the diagnosis on
02:27 - 02:29
a persistent and parent due to a mixture of attention,
02:30 - 02:34
hyperactivity and impulsivity over the years.
02:34 - 02:37
The technology for 88 she has advanced from illnesses like
02:37 - 02:41
hyper connected disease in 19 hundreds as well as in
02:41 - 02:43
the 19 seventies, when the Oxford International Cell you have
02:43 - 02:47
child neurology coined the term off minimal brain dysfunction for
02:48 - 02:51
two for the two domains, case symptoms off, both hyperactive
02:51 - 02:53
and inattentive, remained the same over time, with further detail
02:54 - 02:55
added on adolescents under 17.
02:57 - 02:59
Although the average has bean over six symptoms in younger
02:59 - 03:03
adolescents, D S and five criteria states it must be
03:03 - 03:05
at least five symptoms present in either domain in two
03:05 - 03:09
or more settings on must be evidently functioning in order
03:09 - 03:12
for older adolescents and adults to receive a diagnosis as
03:12 - 03:14
well as several symptoms before the age of 12.
03:16 - 03:19
In the 10 symptoms should be apparent as off the
03:19 - 03:19
age of seven.
03:21 - 03:24
According to the night sky lines of 2018, Prevalence rates
03:24 - 03:27
in the structure off identifying hyper connected to sort of
03:27 - 03:31
remain wanted to present in childhood, whereas under the D
03:31 - 03:34
S M rates for 3 to 9% due to being
03:35 - 03:35
less rigid.
03:35 - 03:38
However, these may increase under the new D S M
03:38 - 03:41
five criteria backgrounds.
03:42 - 03:42
First study.
03:48 - 03:51
It all began in 1902 when the British Registration, born
03:51 - 03:54
in London, said George Frederick still authored the Goose Julian
03:54 - 03:57
lectures, which are considered by many authors a scientific starting
03:57 - 03:58
point of the history of a D.
03:58 - 04:01
H D investigation into childhood issues.
04:01 - 04:03
To see this was what he became involved in on
04:04 - 04:07
began writing numerous medical text about his results, his descriptions
04:07 - 04:10
off a form of quite joint disease in Children 1987
04:10 - 04:13
is amongst the most widely distinguished of his findings, also
04:14 - 04:17
known as to This Day, as still's disease in his
04:17 - 04:20
lectures, still described these conditions that it speaks about as
04:21 - 04:25
on abnormal deficit, the facts off moral control and Children.
04:26 - 04:28
How common is a D H D?
04:29 - 04:31
According to the data analysis that was collected by the
04:32 - 04:34
National Health Interview Survey over the past couple of decades,
04:34 - 04:37
it is estimated that the prevalence of diagnosed HD amongst
04:38 - 04:41
Children and adolescents has increased from a 6.1% in 1980
04:42 - 04:46
98 to 10.2% in 2000 and 16.
04:46 - 04:49
In the United States, a D H D can often
04:49 - 04:51
be a difficult disorder to diagnose.
04:52 - 04:56
Therefore, they're often cases where adolescents with untreated HT may
04:56 - 04:58
occasionally be mislabeled as problematic Children or troublemakers.
04:59 - 05:00
However, as a D.
05:01 - 05:02
H. D is enlists the most common of the neuro
05:03 - 05:05
developmental disorders of Children for the D.
05:06 - 05:08
S. M five on, while figures may vary, the global
05:08 - 05:09
lady she prevalent is approximately.
05:10 - 05:11
You have 5% of Children.
05:13 - 05:15
Examination on the contrast of gender differences suggest that girls
05:16 - 05:18
would often be under diagnosed and under analyzed, usually due
05:19 - 05:21
to the distinction in the different expressions, which in boys
05:21 - 05:24
and girls in comparison to males with a D.
05:24 - 05:26
H D females are less likely to have Externalizing symptoms
05:27 - 05:31
such as hyperactivity and impulsiveness, and presumably have more internal
05:31 - 05:35
internalizing symptoms of being inattentive, uneasily distracted.
05:36 - 05:38
Due to this, there may be a lack of impact
05:38 - 05:41
to referral bias affecting the lack of treatment for girls
05:41 - 05:41
with a D.
05:41 - 05:42
She do to the under.
05:42 - 05:48
Identification, according to school investigations, demonstrate that teachers more often
05:48 - 05:50
refer boys for management assessment of a D.
05:50 - 05:51
She rather than girls.
05:52 - 05:54
Notwithstanding the fact that both genders were both displaying equivalent
05:55 - 05:58
levels of repair mint, roughly about 75% of Children diagnosed
05:59 - 06:00
with a D she are going to possess at least
06:00 - 06:01
one other psychiatric disorder.
06:02 - 06:05
Therefore, in clinic clinical practices, it is likely that coexistence
06:05 - 06:07
psychiatric problems tend to rule out a d.
06:07 - 06:09
H. D on the often diagnosed with another disorder.
06:09 - 06:11
First, more parent acting out behavior.
06:12 - 06:14
And boy seems to drive for a fervor, often a
06:15 - 06:15
DHD analysis.
06:16 - 06:19
How does a DHD impact the lives of young people?
06:20 - 06:20
A. D.
06:21 - 06:23
T. Is a debilitating life on disorder, which may affect
06:23 - 06:26
numerous aspects of a person's life, including academic struggles, black
06:26 - 06:28
and social skills and strained relationships between parent and child
06:29 - 06:29
as well.
06:29 - 06:33
A spousal functioning in order to achieve a fish of
06:33 - 06:34
treatment. For a D.
06:34 - 06:35
She it is vital to consider the consequences.
06:36 - 06:38
80. She hasn't a child, family and surrounding environment day,
06:39 - 06:41
not only during school hours but an in depth inspection
06:41 - 06:43
of the functioning and well being of the entire household.
06:44 - 06:46
It is fundamental for a child with a D h
06:46 - 06:48
d to grow up in a setting which is sympathetic
06:48 - 06:50
to their knees and is conscious of their percussions off
06:51 - 06:51
the disorder.
06:51 - 06:55
This offering ideal medical behavior management management to support them,
06:55 - 06:59
to fulfill their full potential while reducing adverse outcomes on
06:59 - 07:00
themselves and society.
07:00 - 07:04
All in all, in preschool, common correct heuristics of standard
07:04 - 07:08
preschool Children comprise of poor concentration, impulsiveness and high levels
07:08 - 07:08
of activity.
07:09 - 07:10
Therefore, high level of control is a norm.
07:11 - 07:13
However, Children with a D H D may still stand
07:13 - 07:17
out through characteristics such as poor effort play activities on
07:18 - 07:20
evident excessive, most activity causing restlessness.
07:22 - 07:23
Child with a D, H D.
07:23 - 07:26
May displayed delay progress in significant social skills and oppositional
07:27 - 07:29
behavior. In this case, it is critical to propose parental
07:30 - 07:33
guidance and support, as even at the primary stage Is
07:33 - 07:36
parental pressure may be overwhelming when a child is not
07:36 - 07:39
receptive to regular parent till requirements in control.
07:39 - 07:42
Therefore, early prevention targeted work with pre school Children.
07:42 - 07:46
Mackerras has proven to be effective in improving parents and
07:46 - 07:48
child interaction throughout primary school years.
07:49 - 07:51
It's become evidently easier to differentiate a child with a
07:51 - 07:54
D. H d with classmates as they're expanding their skills
07:54 - 07:57
and maturity, which will support them to learn productively at
07:57 - 07:59
school. Empathetic teachers will modify the classroom to the needs.
08:00 - 08:02
However, it is common that the child will face rejection
08:02 - 08:06
from appears on may lead to low self confidence, which
08:06 - 08:07
will later affect academic attainment.
08:08 - 08:12
Come on board problems, for instance, particular learning difficulties may
08:12 - 08:14
begin to have an influence on the child, which impose
08:15 - 08:16
extra impediments with diagnosis and management.
08:17 - 08:21
Leading professionals such as educational psychologists can support to unravel
08:21 - 08:24
some learning strong points and struggles on guide on required
08:24 - 08:27
health difficulties can also appear outside the classroom in social
08:27 - 08:29
environments like the Parker shopping centers around other people.
08:30 - 08:31
This can take a toll on parents and family members
08:32 - 08:34
and friends, which refused to help care for the child
08:34 - 08:37
or or that the other child will be isolated from
08:37 - 08:40
their friends, such as in parties course different patterns amongst
08:40 - 08:43
Children they DHD are common deficiency and sequel.
08:44 - 08:47
Also distress their behavior that's resulting to this affecting the
08:47 - 08:51
parents between two, which will make consequently bring additional financial
08:51 - 08:53
and social difficulties in the long run.
08:55 - 08:58
Pelham stated that concept as a consequence of deviant child
08:58 - 08:59
behaviors from Children with a D.
09:00 - 09:02
H D parental stress was associated with an increase parental.
09:03 - 09:08
Malcolm's alcohol consumption in later stages of adolescence The over
09:08 - 09:10
activity may reduce, but the level of inattention and restless
09:11 - 09:11
since remains high.
09:12 - 09:14
Where the sorted feel of self and disturbance off normal
09:14 - 09:17
development of self occurs along with overly aggressive and antisocial
09:18 - 09:22
behavior, teenagers are already challenging enough when facing impediment, such
09:22 - 09:22
as puberty.
09:23 - 09:26
Therefore, parenting conflict is a common faith through self discovery.
09:26 - 09:29
Failure in education on criminal behavior are also more likely,
09:30 - 09:35
as well as driving, driving, imposing on additional hazards to
09:36 - 09:37
los off concentration and passivity.
09:39 - 09:40
Well, there there is no cure.
09:41 - 09:44
We're able to accommodate young people with a D H
09:44 - 09:46
D are vulnerable, therefore, in order to protect them.
09:46 - 09:50
This is essentially that they are kept healthy physically and
09:50 - 09:50
mentally in the daily.
09:50 - 09:54
Lives are central symptoms of HD on inattentiveness and impulsivity.
09:55 - 09:57
The Healthcare Times We put a danger due to overlooking
09:57 - 10:02
healthy, on protecting behaviors and, if not tackled, are prone
10:02 - 10:04
to lead to harm full or illnesses.
10:06 - 10:08
It is important to have an optimistic compassionate support system
10:09 - 10:11
which encourages a good routine from fright off physical activity,
10:12 - 10:13
good nutrition and sufficient sleep.
10:13 - 10:16
The basic necessities who have, um, push through the day.
10:17 - 10:19
Research from young minds follows four main points of treatment
10:20 - 10:21
to help deal with a D.
10:21 - 10:26
H D medication to help focus and concentrate therapy, specifically
10:26 - 10:31
CBT cognitive behavioral therapy or types of psychotherapy to a
10:31 - 10:34
discovered practical methods to manage behavior and coping mechanism for
10:34 - 10:34
everyday situations.
10:35 - 10:39
Counseling. Talking to a professional counselor or someone to confide
10:39 - 10:41
in whether it be family or friends on how to
10:41 - 10:42
deal with obstacles in daily life.
10:43 - 10:44
I lost the education of port.
10:44 - 10:47
Getting special itself can help manage time at school much
10:47 - 10:50
easier. A d h d consumptions feel out of your
10:50 - 10:53
own control, and it's complicated to explain behaviors to those
10:54 - 10:54
who might not understand it.
10:55 - 10:57
Therefore, it can be very beneficial to simply just talk
10:57 - 10:57
about it.
10:57 - 11:00
Received what support is available as well as being able
11:00 - 11:00
to raise awareness.
11:02 - 11:02
Adapted Thinking in 88.
11:03 - 11:05
She is a form of CBT therapy, a psycho social
11:05 - 11:08
intervention, which targets improvement on mental health, which can be
11:08 - 11:12
helped. Prevent individuals to become more mindful to those thoughts
11:12 - 11:15
that are triggering difficulties and allow them to develop their
11:15 - 11:17
strategic thinking back in 1995.
11:18 - 11:20
Use collective restructuring.
11:20 - 11:25
Three. Step procedure used in adaptive thinking except reduce for
11:25 - 11:27
specific skills deficits due to a d.
11:27 - 11:27
H. D.
11:28 - 11:31
There are two areas where cognitive restructuring technique is relevant
11:31 - 11:33
for those with a d h d in low self
11:33 - 11:36
esteem, plus negative expectations about future capability to thrive on
11:37 - 11:40
the other is where overly positive thoughts can be affected
11:40 - 11:41
to those with a d h d.
11:41 - 11:44
To those individuals that they did, she will regularly overestimate
11:45 - 11:48
their ability to accomplishing or completing a task within a
11:48 - 11:52
time frame, which leads to then adverse thoughts about themselves.
11:53 - 11:55
After recognizing they have not been able to complete the
11:56 - 11:57
task in, uh, huh?
11:58 - 12:00
Time limits, Setting unrealistic ambitions.
12:02 - 12:04
Education can be a safe and efficient way.
12:04 - 12:08
Toe elevate a day, she sentence, helping them regulate the
12:08 - 12:10
focus and thoughts on ignore distractions in order to control
12:10 - 12:11
their behavior.
12:12 - 12:14
Studies prove that approximately 80% of adolescents with a d
12:14 - 12:17
she that are treated this stimulants progress impressively without correct
12:18 - 12:19
medication and dosage.
12:20 - 12:23
There are two forms of stimulant in immediate release, which
12:23 - 12:25
is short term acting.
12:25 - 12:28
Unusually takes is taken within the space of every four
12:28 - 12:31
hours if needed, under cheaper, whereas the other form extended
12:31 - 12:36
Really. Stimulants workers intermediate acting under long lasting, therefore, are
12:36 - 12:38
taken just once at the start of the day.
12:38 - 12:41
However, there are newer side effects to these medications, such
12:41 - 12:44
as loss of appetite and weight loss, safe travels and
12:44 - 12:45
social withdrawal.
12:46 - 12:47
Therefore, it is important to keep on eye on these
12:48 - 12:48
points to.
12:49 - 12:52
In conclusion, there is a great importance in spreading awareness
12:52 - 12:52
for a D.
12:53 - 12:56
H. D as it increases the chance that individuals who
12:56 - 12:58
will be able to recognize the problems in their lives
12:58 - 12:59
and make connections with a D.
12:59 - 13:01
H D, which will then guide them to seek the
13:01 - 13:05
treatment. The social worker helper declared that awareness is a
13:05 - 13:05
former education.
13:06 - 13:08
The more you know, the more power you have.
13:08 - 13:09
Power, not knowledge, is power.
13:10 - 13:12
The power can cause a positive effects in our community.
13:13 - 13:15
Public knowledge is important in accessing community.
13:16 - 13:19
Resource is, even though there is not a direct cure
13:20 - 13:20
for individuals with a d.
13:21 - 13:23
H D, it is essential to maintain a positive attitude.
13:24 - 13:26
I keep things in perspective when supporting a child, whether
13:26 - 13:29
it may be by a way of education, health behavior,
13:30 - 13:33
therapy, guidance or support for carers to all together with
13:33 - 13:34
medicine if required.
13:35 - 13:38
Despite years of research on diagnosis, privilege and management, there
13:38 - 13:41
is yet so much development to be made on how
13:41 - 13:46
to advance academically together with education, educational outcomes for Children,
13:47 - 13:49
they each day due to ethical and practical grounds.
13:50 - 13:53
Long term, large scale controlled studies on behavior or education
13:53 - 13:57
findings may be challenging, however, evaluating with also treatment, educational
13:58 - 13:59
interventions could be a way forward.
14:00 - 14:05
A coalition of educators, healthcare specialist providers and parents must
14:05 - 14:10
work collaboratively to promote ambitious research future in order to
14:11 - 14:11
implement change.
14:12 - 14:14
Yeah, thank you for listening to me today on my
14:14 - 14:15
presentation on a d.
14:15 - 14:15
H. D.
14:16 - 14:17
I am not happy to answer any questions
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