For the video “The Trouble with Normal: My ADHD the Zebra Emily Anhalt,” it talks about a young girl who was always fidgeting in her seat, requesting to visit the washroom regularly in order to escape from class and avoid daydreaming in order to be in her own world, while at the same time interrupting the discussions of other individuals. Additionally, she would find herself in the office of the headmaster due to the disturbances that she created in class. She was usually impulsive and inattentive since the things that surrounded Emily distracted her, particularly the shiny ones. This led other people to perceive her as disturbing because she would not stand still while she would do several things at ones. Even while she would witness the negative reactions that other individuals directed towards her, Emily failed to understand the connection that prevailed between her behavior and the frustration of other people (TEDx Talks, 2016) . In this case, when looking at Emily’s behavior, it is apparent she portrayed behaviors attributed to ADHD. The reason for this is that when it comes to ADHD, the individuals with the condition are usually restless, interruptive, talk frequently, emphasize on doing several things at ones, experience challenges when it comes to paying attention, are distracted easily, and usually avoid the activities that seem to require constant focus. For Emily, her actions are attributed to the ones that are common with ADHD children. Thus, she manifests ADHD symptoms based on what is apparent in the video.
When it comes to Emily’s case, the ideal treatment approach for her condition would be CBT (cognitive behavioral therapy). CBT is known to intervene with impairments that lessen life, such as time management, procrastination, and other typical challenges, while it does not have the ability of treating the major symptoms associated with hyperactivity, inattention, and impulsivity. When patients are subjected to CBT sessions, the areas targeted comprise of those related to disorganization, poor planning, and poor task and time management, which pose challenges in the daily life of a patient. The sessions would assist Emily to cope with different obligations of her daily life, such as completing tasks in a timely manner while at the same time encouraging endeavors that offer personal wellbeing and fulfillment, including hobbies, exercise, and sleep. The patient should be led to understand ADHD during the CBT sessions to reinforce the message that ADHD is not attributed to flaw in character. Here, it becomes possible to illustrate neurological underpinnings attributed to day-to-day challenges. For instance, when it comes to adults, such as Emily, they have understanding of what they should do, but end up not doing it (Sherman, Ramsay, Barrow, & Williams, 2018) . In this case, CBT would revolve around coping strategies, dealing with negative emotions and expectations, and relaxing the behavioral patterns, which influence the strategies. The agendas during the CBT sessions should revolve around the challenges and scenarios, which the patient has faced as well as anticipates encountering, especially when the sessions are ongoing. Furthermore, the therapist needs to utilize take-away-reminders and fostering various coping skills, which Emily would utilize while outside the consulting room (Additude, 2018) . The manner in which the patient would respond the treatment would assist the therapist to determine whether the therapy is helpful to the patient.
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In Emily’s family case, it needs additional support in order to cope with her condition. For example, the family should also be offered counselling. For instance, ADHD is considered as having tremendous influence on the family. When offering family counselling, the family counsellor needs to emphasize on issues linked to Emily’s EDHD. The family should be brought together to gain additional insights about ADHD and the influence it has toward the family in line with the strategies that they can utilize to operate normally while dealing with Emily. The family can be taught how to appreciate Emily’s condition to ensure that she feels accepted and understood. The family should also be offered guidance on how to provide Emily with the support that she would need together with how they can establish interpersonal relationships with her in an effective manner (Low, 2018) . This way, they would be able to cope with Emily’s condition effectively and assist her whenever she needs any assistance.
In the event of a child or a teen suffering from a condition, such as ADHD, she/he is likely to experience various issues. For instance, the individuals considering themselves as normal usually end up neglecting such a person. The individuals usually experience stigmatization from family members, peers, and the society. When they lack the support that they need, they end up failing in life. However, this was not the case for Emily, the support that she received from one of her educators allows her to find her strength and perceive her ADHD condition as the source of her success. In order to deal with such cases, therefore, certain resources usually prevail to deal with such situations. For instance, such individuals can consider visiting the National Resource Center regarding ADHD to provide them with an opportunity of learning about the condition based on evidence. Also, they can talk to other individuals within the community while at the same time directing their emphasis to support groups that exist within their community (CHADD, 2018) . Professional directories are also available, such as CHADD Professional Directory, which over the people suffering from ADHD with an avenue of finding professionals that exist in their areas.
Based on the decision for choosing this activity, I reflected on the various ways that people within the society are usually stigmatized and neglected within the society. They lack the support of their peers, family, and the community. However, I believe that these kinds of people have the capacity of emerging successful in life, such it was the case with Emily. Overall, I feel that they need support and appreciation when they realize success in life.
References
Additude. (2018). How cognitive behavioral therapy works. Retrieved from https://www.additudemag.com/slideshows/cognitive-behavioral-therapy-techniques-for-adhd/
CHADD. (2018). The national resource on ADHD. Retrieved from http://www.chadd.org/Support/Tips-and-Resources.aspx
Low, K. (2018). Counseling options for people with ADHD. Retrieved from https://www.verywellmind.com/counseling-and-add-20870
NHS. (2018). Treatment: attention deficit hyperactivity disorder. Retrieved from https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/treatment/
Sherman, C., Ramsay, J. R., Barrow, K., & Williams, P. (2018). Challenge your thoughts, change your life. Retrieved from https://www.additudemag.com/cognitive-behavioral-therapy-for-adhd/
TEDx Talks. (2016). The trouble with normal: my ADHD the Zebra Emily Anhalt TEDxSyracuseUniversity. Retrieved from https://www.youtube.com/watch?v=EAeEQvj16XM&feature=youtu.be
