Attention Deficit Hyperactivity Disorder - Research Paper Example

ADHD is the most prevalent middle childhood neuropsychiatric disorder. Before management and cure commence, it isnecessary to appropriately recognize the problem. Stimulant prescriptions have attested to be a valuable treatment for countless individuals but not all of those diagnosed with ADHD and still where medicine is triumphant, there is a need to tackle behavioral as well as neurological concerns. Parallel problem relationship patterns with peers and family unit often require involvement. This paper will research through an interview on the middle childhood stage. The interview and observation is carried on a young girl suffering from Attention Deficit Hyperactivity Disorder. The paper will give an outline of literature review on ADHD at middle age childhood for the purposes of interpreting the symptoms observed in Jane. The emotional, social, cognitive and personality development of the participant is noted and compared to the various theories that have been stated in the literature review. Background of the interview Jane is an 8-year-old girl who attends middle school 200 meters from her home. Jane comes from a supportive family, and she resides with both her parents and her two elder brothers aged 11 and 13. Jane’s behavior has been reported by many complaints from her teachers, parents, friends and even siblings. Her condition became rampant until her parents decided to take her to therapy. The interview took place at Jane’s house (A pseudo name has been used to hide her identity for the purpose of privacy). Literature review Middle childhood is the developmental stage when augmented public awareness, self-attention is directed to various aspects of bodily growth, skillfulness, or activity models, and levels deemed external the usual range. Because physical growth is externally visible, it affects perceptions of personality and the way a child is viewed and handled by his age group and adults in a cyclical fashion. Physical changes have been termed as some of the major causes of ADHD. When a child in this group finds that she does not have enough attention from his/her peers, she may develop ADHD. Physical progress can affect children’s peer interactions. School age children continually contrast themselves to others, and bodily disparities are often the subject of dialogue (Craig & Baucum 237). Inadvertent physical injury alters in nature but persist as a major threat to well-being. For children with ADHD, Playground-related injuries are frequent in middle childhood and are often relentless or even fatal. At the middle childhood, attainment of cognitive capabilities occurs early during the stage and it allows the communication of feelings with mounting intricacy. Bergen and Coscia (321) show that children moving into and throughout middle childhood gain rapid intellectual processes and memory. Disparities in brain maturity and performance appear to play a serious role in erudition abilities and disabilities as well as modes of behavior. Cognitive abilities lead to the normal functioning of the child. However, ADHD will indicate abnormal behaviors in middle childhood age group. During middle childhood, recognition and probable diagnosis of certain particular needs, plus issues such as Attention Deficit Hyperactivity Disorder is on the rise (Bergen & Coscia 267). As a good number of children shift from early childhood into middle childhood experiencing considerable gains in their aptitude to recognize and express their own emotions as well as the feelings of others. Emotions and social intellect are key features in middle aged children suffering from ADHD. Many kids at this age develop more sophisticated coping skills that help them when meeting upsetting, traumatic, or distressing situations. As defined by Daniel Goleman, emotional intellect refers to the ability to inspire oneself and persevere in the face of dissatisfactions while controlling desires and delaying pleasure, to control one’s moods and keep anguish from swamping the capability to think, to sympathize and to hope (p. 34). To Goleman emotional and social intellects are inextricably connected. As a result, intrusion used with children experiencing social complexities often focus on enhancing some portion of emotional astuteness. Observations While interviewing Jane, the following observations were made throughout the conversation with the researcher. Most of the time, Jane was impatient. Her behavior was uptight, as she considered it useless and a waste of time talking to her. It was also observed that Jane showed difficulty and delayed responses to certain elementary and common questions. After sometime, Jane was also observed to blurt the answers to question even before they had been thoroughly asked. It was difficult for her to wait for her turn to speak, as she seemed anxious and not interested. It was also observed that Jane was constantly interrupting others who were going around there chores during the interview session. She asked questions and asserted references to the irrelevant topics. It was also observed that Jane initiated conversations that were deemed inappropriate. During the interview, it was also noticed that Jane had been engaging in dangerous activities both at school and at home. From her parents’ and teachers’ words, it was noted that she would usually play at dangerous heights and in some cases hurt herself while jumping. She would also try to trip her siblings in her attention seeking games. This was noted to have occurred frequently at home and even in school. From talking to Jane’s mother, it was observed that Jane experienced moments of depression. She was also observed to have difficulties in following instructions, fidgeting with her hands and feet whenever she spoke. Jane’s room had been disorganized with toys and clothes strewn all over the room. The teachers had already indicated that Jane had become more consistent in not finishing assignments and she was less attentive when it came to paying attention. This had led to her getting poor grades in school, something that had brought immense concern to his parents. Another observation made was the increase in Jane’s Anti-social behavior. She had become more restive and instances of her bullying her classmates had become increasingly common. This had led to Jane to be isolated by her friends. All this signs and symptoms observed indicated that Jane at her middle childhood age was suffering from Attention Deficit Hyperactive disorder. Interpreting the interview and observations in the context of literature review Jane’s case is a classic example of a middle childhood age stage girl who is suffering from Attention deficit hyperactive disorder. Observations made during the interview show clearly that Jane in her middle age childhood, has grown other related disorders that are commonly associated with ADHD. Oppositional disorder as described by is where the child is characterized by defiant and even to some extent non-compliant behavior. In Jane’s case, this was clearly shown, as he was defiant to his teachers, and parents. This is a sign of advanced ADHD in children of middle childhood stage. Due to various frustrations and lack of success in their daily routines such as schoolwork, the children develop oppositional tendencies. Due to the inability of children to achieve the same levels of self-success as others of their group, they will develop oppositional tendencies and even low esteem. These were signs that could be clearly observed in Jane’s case (Parker 76). The type of ADHD shown by Jane is what theorist term as inattentive ADHD. The behavior of the child is usually characterized by many instances of inattentiveness and lack of general interest when she is among others. However, when she is alone, the child develops destructive forms of the disorder. That was clear in the case of Jane. Her chaotic room was an example of ADHD cases that were highly developed and could be easily recognized. Her inattentive ADHD character affected her performance in school leading to poor grades. Due to her antisocial and destructive nature, Jane finds herself isolated by her peers and this leads to her bullish character. Conclusion In conclusion, ADHD is a common disorder amongst Middle Childhood group. It is essential that the physical, cognitive and emotional symptoms that are observed in children like Jane be taken seriously. Jane’s case is an example of advanced ADHD. Treatment by a psychologist will help control and manage her behavior and emotions. The parents and teachers have to actively play a key role in the execution of behavioral management. Works Cited Bergen, Doris and Juliet Coscia. “Brain research and childhood education: implications for educators.” Association for Childhood Education International, 2001. Print. Craig, Graham. J. and Derek Baucum. Human Development. Upper Saddle River, NJ: Prentice Hall, 2002. Print. Goleman, Daniel. Working with Emotional Intelligence. Bloomsbury Publishing, 1999. Print. Parker, Alexander et al. Assessing Emotional Intelligence: Theory, Research, and Applications. Springer, 2009. Print. Thompson, Richard. A. “The Development of Children’s Inferences of the Emotions of Others.” Developmental Psychology, 23, 124-131., 1987. Print. 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