Developmental Issues And Adjustment: How Disability Impacts A Persons Life - Essay Example

Developmental Issues And Adjustment: How Disability Impacts A Person’s Life As a young boy, the child was fearless, jumping out of four-storey buildings, setting off a nearby fire alarm to see the fire trucks screeching down the street and peeing into the power outlet whenever he is bored with the television. According to his mother, Sylvester Stallone, best known for his role as the Philadelphia boxing legend Rocky Balboa, was overactive and very unpredictable but could not write or spell and had been kicked out of 17 high schools. (Every day, n.d.) Stallone is just one of the many individuals in the world diagnosed with attention-deficit hyperactivity disorder or ADHD as it is more commonly known. There are about eight million adults who show “overall restlessness, poor sustained attention to tasks and impaired impulse control (Nathan, 2012).” The condition not only has a significant effect on the life of the person with ADHD but also on the life of the people surrounding the individual. This paper will attempt to offer a description of the reality faced by an individual with a learning disability as a consequence of having ADHD. ADHD: WHY DOES IT AFFECT THE LEARNING PROCESS? Behavioral and psychological aspects. An individual with ADHD has no physical impairments. The person looks as healthy as the next person. The teacher, however, will probably be the first to find striking differences in behavior and learning skills between an individual with ADHD and one without. ADHD causes an individual to be restless, easily distracted and unable to focus for long periods of time. Unfortunately, this behavior has a significant influence on a person’s speaking, reading, writing, spelling and math skills, resulting to a learning disability as defined in the Individuals with Disabilities Education Act or IDEA. (MedicineNet, 2013) Basically, when a child finds it difficult to learn what is expected of him at a certain stage of the developmental process even if he is under normal learning conditions it may be a manifestation of a learning disability. Possible causes. Research in learning disabilities has attributed the condition to possible differences in the way the brain functions and processes information. (MedicineNet, 2013) ADHD, which has a direct effect relationship to how the brain manages information, may be a cause of a learning disability. Having ADHD is supposed to be a result of several factors such as genetics, the environment, brain injuries and food additives. (National, 2009) Researchers are still trying to pinpoint the exact cause of ADHD. Genes play a big role in how a person develops. This is the reason scientists have considered them as a source of ADHD since the condition usually manifests itself in members of the same family. (National, 2009) Cigarette and alcohol use by pregnant mothers is another possible cause. (Linnet et al., 2003) A research on fish consumption by pregnant women also discovered that the participants who had a higher level of mercury from eating fish had children who exhibited symptoms of ADHD but were not clinically diagnosed with the condition. (Lupkin, 2012) Children who had traumatic brain injury may have ADHD. Research has shown that the brains of children with ADHD have smaller frontal lobes, the part of the brain which influences motor function, spontaneity and impulse control. (LaMotte, n.d.) A number of explanations have been proposed as the reason behind ADHD, including the level of sugar and food additives intake. (National, 2009) Continuous research is being done to determine the real reason behind the disorder. Symptoms. Basically, children with ADHD are more inattentive, hyperactive and impulsive than their peers. As a result, they may not be able to perform well in school. For example, a child with ADHD may manifest, among others, characteristics of a learning disability such as trouble with spelling, difficulty in expressing themselves in writing or trouble in organizing his thoughts in writing or conversation. (MedicineNet, 2013) The symptoms of ADHD are prominent before the child is seven years old with diagnosis made between ages three and seven. (NHS Choices, 2012) The American Psychiatric Association has come up with a manual to help health professionals diagnose ADHD properly. Basically, the checklist requires that during a minimum of six months, six or more of the items listed under either hyperactivity/impulsivity or inattention or both are observed at school/work and/or home before the child is seven years old and such behavior resulted in an obvious and important negative effect on the child’s social, school or work affairs but did not happen during the course of another disorder and cannot be better attributed to another mental disorder. (Center, 2010) The APA manual (Center, 2010) includes, but is not limited to, the following: inattention – often has trouble keeping attention on tasks or play activities; hyperactivity – often fidgets with hands or feet or squirms in seat when sitting still is expected; and, impulsivity – often blurts out answers before questions have been finished. Treatments and Interventions. There is no way to permanently treat a learning disability. Nevertheless, the possible source of the problem, ADHD in this case, may be controlled. Ritalin has been one of the several medications helping people who have ADHD. (Zaslow, 2005) Aside from medication, education or training, different kinds of psychotherapy or a combination of treatments are practiced to help individuals with ADHD. (National, 2011) Parents are advised to work together with their child’s teacher and doctor in order to come up with a manageable treatment plan which should be closely-monitored and adjusted along the way if necessary. (Center, 2011) DESCRIPTION OF THE INTERVIEWEE Ben, not his real name, is a thirty-year old male. He has been married for six years. His wife works at the Department of Rehabilitation (DOR) while Ben used to be employed at a company, making home visits to set up customers, until the company closed in 2009. He has been unemployed since then. Initially, Ben had wanted to be a computer technician but DOR does not want to pay for his schooling. Now, he wants to be a physical trainer. DOR will support him on this but only if he finishes a 9-month program in physical training offered by a community college. Piaget and Gardner: Cognitive Development and Multiple Intelligences. Ben was diagnosed with a learning disability in 2nd grade and ADHD in the 4th. During that time, Ben belonged to the same group of children (school age) that researchers observe in the application of Piaget’s and Gardner’s theories on human development. Skills such as logical reasoning and meaningful verbal/written communication are manifested in completing school-related tasks. Based on Jean Piaget’s stages of cognitive development, children aged 6 to 12 should already be at the concrete operations stage. (Ouellette & Derscheid, 2011) Piaget claimed that a person develops how to think by adapting to stimulus and organizing the acquired knowledge from that stimulus. An individual’s exposure to social and cultural information is also influential in his cognitive development because it provides him with the chance to participate and thus practice his thinking skills. Meanwhile, Gardner presented that children learn and express themselves through different ways; that is, using logic or reasoning in solving problems, language skills and six other ways. (Child, 2008) Being able to communicate by writing or speaking is a measure of development according to this theory. Developmental Expectations according to Piaget & Gardner. Based on Piaget’s concrete operational stage, the child will start to think like an adult. Thus, he should know how to arrange objects (for Ben, words) accordingly, count in order and coordinate or compensate for two varying sides of a problem. (Concrete, n.d.) Based on Gardner’s multiple intelligence theory, a healthy individual should have no problems communicating in written form and reading and/or understanding printed media. He should be able to express his thoughts using proper organization of words, appropriate vocabulary and spelling. RESULTS OF THE INTERVIEW Ben was diagnosed with a learning disability in the 2nd grade. He did not take any medication for it. He remembers undergoing numerous tests when he was 6 or 7 years old but was not made aware of the results. He was put in Special Education classes with the “bad” kids, making it harder for him to learn. While in middle school, he was treated badly by the other kids. Ben and his wife have been coordinating with counselors at DOR since 2009. Based on a psychological evaluation taken during his first year with DOR, Ben’s reading level is that of a 3rd grader while his Math skills is that of a 2nd grader. Learning disability aside, Ben was able to finish high school. He had also taken and passed the first couple of courses to be an ASL interpreter but his teacher said the program was not suitable for him and let him go. Working in computer sales resulted in good working relationship with his customers. Challenges because of his learning disability are work-related. Ben shares that he was let go at a pool supply company because he could not assist the customer properly when his co-workers hide his guide sheet. Next, he was not accepted for a computer technician post at a school because he lacked the required education. He had tried to get one through DOR but Ben’s wife shares that the DOR insists Ben is “not smart enough to go back to school (personal communication, January 15, 2013).” Ben believes that getting a college degree would open more doors for employment, enabling him to earn for himself and his wife again. Because of his learning disability, he cannot pursue this desire to study. APPLICATION OF THEORIES AND CONCEPTS Application of developmental theory. Although Piaget’s and Gardner’s theories are commonly used in the study of children’s development, they are applicable in understanding how Ben is now as an adult because his learning disability which started in childhood is the direct cause of the challenges he is facing now. Because he has attention deficit hyperactivity disorder, Ben was not able to fully utilize his capacity to learn when he was in school. As presented earlier in this paper, Piaget’s concrete operational stage theory and Gardner’s multiple intelligence theory are often used in observing the development of children at school age level. Ben is 30 years old but he reads like an 8-year old, analyzes Math problems like a 7-year old and has trouble putting his thoughts down on paper. Stage of adjustment. It can be said that Ben is at the reintegration or reorganization phase of the stage model of adjustment because he fully knows he has a learning disability, accepts this and behaves accordingly. (Smedema, et al., 2009) When he worked at the pool supply company, he had made his own guide to address his shortcoming. If he needs to write something, he records his message and asks his wife to type it. Together, they work out the spelling, grammar and organization of Ben’s message. Psychosocial issues. Ben is disappointed about the lack of assistance he expects to receive from the DOR. He is willing to learn to have a better life. He and his wife do not understand why the DOR would rather help him find a job working in a fast food place than support his studies so he could have a degree. He knows it will take him four years to complete the discipline he wants to pursue but, even with his disability, he knows he can accomplish this goal. CONCLUSION AND SUMMARY Ben’s thwarted development clearly manifested how Piaget’s theory of cognitive development and Gardner’s multiple intelligences are not satisfied by an individual with a disability. Also, Ben’s case showed how the stunted development because of a disability can have life-changing and lasting effects. Ben did not completely go through the phases of the stage model of adjustment because of the support he had from his mother as a child. There was no grief or retaliation. Moreover, through the help of his wife, he was able to make the transition to reintegration easily. This interview has helped me realize why I chose to be a counselor. The frustration of Ben and his wife towards DOR has motivated me into becoming a knowledgeable rehabilitation counselor. Also, the theories I learned were not completely applicable in this case. Ben had a disability and was unsure of what he wanted. In his 4 years at DOR, Ben’s counselors should have assisted him better. Because of Ben’s case, I want to be a counselor who can actually help clients be proactive. Unlike Ben’s counselors, I want to really know my client and not just decide on an action based on what the theories say about my client’s condition. I want to be able to guide my clients to focus on what they want to achieve, go through the whole rehabilitation process with them and help them reach their goal. References Center for Disease Control and Prevention. (2010, December 12). Attention-Deficit/ Hyperactivity Disorder (ADHD): Symptoms and Diagnosis. Retrieved from http://www.cdc.gov/ncbddd/adhd/diagnosis.html Center for Disease Control and Prevention. (2011 December 12). Attention-Deficit/ Hyperactivity Disorder (ADHD): Treatment. Retrieved from http://www.cdc.gov/ncbddd/adhd/treatment.html Concrete Operational Stage. (n.d.) [Word Doc] Retrieved from http://dante.udallas.edu/edu3327/concrete_operational_terms.htm Every day with ADHD. (n.d.) An Interview with Sylvester Stallone’s Mother. 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X Factor judge Britney Spears’ regular breaks during auditions due to suffering from ADHD. Mail Online. Retrieved from http://www.dailymail.co.uk/tvshowbiz/article-2154960/Britney-Spears-revealed-suffering-ADHD-unable-medication-it.html?ito=feeds-newsxml National Institute of Mental Health. (2009 January 23). Attention Deficit Hyperactivity Disorder (ADHD): What Causes ADHD? Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/what-causes-adhd.shtml National Institute of Mental Health. Attention Deficit Hyperactivity Disorder (ADHD): How is ADHD treated? (2011 September 22). NHS Choices. (2012 May 29). Attention deficit hyperactivity disorder (ADHD) – Symptoms. Retrieved from http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Symptoms.aspx Ouellete, S. & Derscheid, L. (2011). Theories of Human Development: Links to Understanding How People with Disabilities Grow and Develop. In A. Sales (Ed). Human Growth and Development Considerations in Rehabilitation Counseling. (pp. 26 – 75) Linn Creek, MO: Aspen Professional Services. Smedema, S et al. (2009) Psychosocial Adaptation to Chronic Illness and Disability: Models and Measurement. In E. Da Silva Cardoso, F. Chan & J.A. Chronister (Eds.) Understanding Psychosocial Adjustment to Chronic Illness and Disability: A Handbook for Evidence-Based Practitioners in Rehabilitation (pp. 51-68). New York, NY: Springer Publishing Company, LLC. Zaslow, J. (2005, February 3). What If Einstein Had Taken Ritalin? ADHD’s Impact on Creativity. The Wall Street Journal. Retrieved from http://online.wsj.com/article/SB110738397416844127.html Read More