i need a conclusion for my paper on ADHD. I need this asapplease have to turn my paper in one hour!!!! thank you
          Inthe recent times, ADHD is being seen in the light of cerebraldysfunction with too much focus on clinical treatment usingmedication at the same time keeping psychotherapy at bay whichshows a dangerous trend. Psychotherapy even though cannot explainthe cause of the condition, but it can help the children in copinghis emotions and can help throw light in the inner world the childis experiencing which could be very fruitful to the child.Psychoanalytic and psychodynamic therapies are used where thespecialist interpret the thoughts of the child to understand thechallenge faced by the child.
           One of the most common neuro-behavioral disordersseen in children is Attention deficit disorder and is responsiblefor problems like lack of attention, hyperactivity, impulsivenessetc. If such conditions are not given attention at a younger age,the children may end up being a threat to self and the society withtheir social cut off status. It was found that a treatment isrequired for the same and after the completion of the treatment andtherapy, intervention by parents and support in cognitive therapyis very important. There are many things that impact and help withlong-term benefits of neurobehavioral development.
            The early experiences of a child,interpersonal relations etc. are all important in shaping up themind and progress it in the right direction. There are two thingswhich can impact long-term mental benefit to the patient whichincludes empathy and transference. The therapist must be able tobuild a very strong relationship with the patient to bring out asuccessful result. The early relationship of a child with parentsand the surrounding contributes greatly in shaping up the mind andbrain. The caregivers help in healthy development of the brain asthey can respond to a child’s greatness and perfection. Apart fromthat, one must be able to maintain a sense of calmness andperseverance with the child.
          Itis very important to first decode the nature of the child and theymust be allowed to enjoy the fruit of childhood. They must be ableto comprehend with reality but in a sensitive manner. There are fewways by which therapeutic relations help in changing the behaviorand mindset, Mirroring transference is one way where the patient isattached to the therapist and same is reciprocated from thetherapist side. Idealizing transference is one way where thepatient regards the therapist as perfect through the builtconnection and hence patient starts to feel powerful. Twinshiptransference is another one where patient desires to feel theessential connection with the therapist.
           Hence no matter what, the therapeutic relations are very importantfor maintaining an excellent therapy session. The therapistinitially tries to build a stronger bond with help of empathy. Itis of two types which intellectual empathy that involves awarenessand accurate understanding of the patient and compassionate empathywhich involves being kind and compassionate through the thoughts ofthe patient. Empathy plays a very important role in treating ADHDin children as it helps the child to come out of their cocoon andsee the world in a better way.
            Empathy helps in treating a wide array of emotions like anger,sadness, non-attentiveness, impulsive behavior etc. It helps inunderstanding the patient and their emotions. Empathy is basicallyputting you in their shoes and understanding their state of mind.It helps in building alliances with the patient and plan a therapyfor long-term benefit. it is important to establish anunderstanding of the patient’s mind before undergoing any sort oftherapy and treatment. Parents intervention and the healthysurrounding atmosphere is equally important.
               ADHD is among the most common neurobehavioral disorders presentingfor treatment in children. It carries a high rate of comorbidpsychiatric problems such as oppositional defiant disorder (ODD),conduct disorder, mood and anxiety disorders, and cigarette andsubstance use disorders. Across the lifespan, the social andsocietal costs of untreated ADHD are considerable, includingacademic and occupational underachievement, delinquency, motorvehicle safety, and difficulties with personal relationships.
               ADHD affects an estimated 4% to 12% of school-aged childrenworldwide with survey and epidemiologically derived data showingthat 4 to 5% of college-aged students and adults have ADHD. In morerecent years, the recognition and diagnosis of ADHD in adults havebeen increasing although treatment of adults with ADHD continues tolag substantially behind that of children. In contrast to adisproportionate rate of boys diagnosed with ADHD relative to girlsin childhood, in adults, an equal number of men and women with ADHDare presenting for diagnosis and treatment.
             ADHD can be reliably diagnosed in children, adolescents, andadults. Using the current guidelines, the child or adult patientmust meet the criteria in the Diagnostic and Statistical Manual ofMental Disorders (DSM-IV-TR). The symptoms of the disorder arecategorized as follows: inattention-difficulty sustaining attentionand mental effort, forgetfulness, and distractibility;hyperactivity-fidgeting, excessive talking, and restlessness; andimpulsivity-difficulty waiting for one’s turn and frequentinterruption of others. The DSM-IV-TR criteria also include onsetby age 7, impaired functioning in at least 2 settings (home, work,school, job), and more than 6 months of duration 30.
            ADHD has been conceptualized as a disorder affecting “frontalâ€circuitry due to associated deficits in executive cognitivefunctioning. A structural magnetic resonance imaging (MRI) study inadults with and without ADHD also revealed a smaller anteriorcingulate cortex (ACC) and dorsolateral prefrontal cortex(DLPFC).
           ADHD is among the most recognized genetic-based disorders inpsychiatry. Family studies of ADHD have shown that the relatives ofADHD children are at high risk for ADHD, comorbid psychiatricdisorders, school failure, learning disability and impairments inintellectual functioning. Additional lines of evidence from twin,adoption, and segregation analysis studies suggest that thefamilial aggregation of ADHD has a substantial genetic component.Twin studies find greater similarity for ADHD and components of thesyndrome between monozygotic twins compared with dizygotictwins.
          Themanagement of ADHD includes consideration of two major areas:non-pharmacological (educational remediation, individual, andfamily psychotherapy) and pharmacotherapy. Support groups forchildren and adolescents and their families, as well as adults withADHD, provide an invaluable and inexpensive environment in whichindividuals can learn about ADHD and resources available for theirchildren or themselves.
Specialized educational planning based on the child’sdifficulties is necessary for most of the cases. Since learningdisorders co-occur in one-third of ADHD youth, ADHD individualsshould be screened, and appropriate individualized educationalplans developed. Parents should be encouraged to work closely withthe child’s school guidance counselor who can provide directcontact with the child as well as serve as a valuable liaisonbetween teachers and school administrators.
            Clinicians have at their disposal a variety of psychosocialinterventions for ADHD. Apart from traditional psychotherapy, whichaddresses underlying emotions, psychologists are available to helpchildren develop strategies for improving academic performance andinterpersonal relations. Psychiatrists can assist the child withskills in organization and prioritization, as well as act asmentors, advocates, and motivational figures. Parent training isoften conducted using the antecedent behavior consequence model andis implemented using various methods, including small and largeparent training groups, parent training with individual families,videotapes, and behavioral sessions that include children.
            The stimulant class medications are among first-line agents forpediatric and adult groups with ADHD based on their extensiveefficacy and safety data the most commonly used compounds in thisclass include methylphenidate-based (Ritalin, Concerta, Focalin,Metadate, Daytrana and others) and amphetamine-based (Adderall,Dexedrine, Vyvanse) formulations. Stimulants are sympathomimeticdrugs which increase intrasynaptic catecholamines (mainly dopamineand norepinephrine) by inhibiting the presynaptic reuptakemechanism and releasing presynaptic catecholamines. Whereasmethylphenidate is specific for blockade of the dopamine andnoradrenergic transporter proteins, amphetamines (in addition toblocking the dopamine and noradrenergic transporter protein)release catecholaminergic stores and cytoplasmic dopamine andnoradrenaline directly into the synaptic cleft.
