Role of Psychology Professionals
Attention Deficit Hyperactivity Disorder (ADHD) is a condition characterized by impulsivity, hyperactivity, and the lack of attention at a certain developmental stage, resulting in impaired cognitive and behavioral functions. It is one of the most common disorders in children, with a prevalence of 7% worldwide ( Erlandsson, Lundin, & Punzi, 2016). Most symptoms occur in childhood, although the problems could persist into adulthood in some cases. Studies on the etiology of the condition have shown that it often occurs due to developmental defects in the subcortical regions of the brain, such as the insula and basal ganglia. Deficits in the ventromedial regions have also been observed ( Erlandsson, Lundin, & Punzi, 2016). Due to the derangement of the behavioral and cognitive functions, most individuals with ADHD often have poor social and academic outcomes. Parents and teachers play an important role in monitoring and evaluating these outcomes to determine the progress of the children. Psychiatric and psychological interventions are the primary modalities of managing individuals with ADHD (Carroccia, 2020). Psychology professionals have a role to play managing ADHD by creating awareness among parents and teachers on the etiology and diagnosis of the condition.
Psychology professionals need to create awareness campaigns to sensitize the public about ADHD. Therapy sessions are one of the leading platforms through which the professionals meet the parents and teachers. The therapist may meet the child and their guardian together or separately, depending on the child's age. During these sessions, the therapist assesses the progress of the child, and explains their findings to parent or teacher (White & Ciccarelli, 2014.) While some guardians may be aware of the etiology and diagnosis of their children's condition, most parents and teachers are ignorant and thus require the explanation of the therapist. The explanation may vary depending on the assessment of the child, but in most instances, similar criteria of diagnosis are used. The psychology professional describes the process of diagnosis and neuroimaging techniques that were used on the child Using the least complicated terminologies possible. This explanation should include the reason for the selection of the technique. For example, the therapist needs to explain to the guardian that magnetic resonance imaging (MRI) is preferred for diagnosis over CT-scan because it is safe and gives more detailed information about the brain (Weyandt, Swentosky, & Gudmundsdottir, 2013).
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The professionals also need to conduct mass sensitization and dissemination on ADHD to demystify the false preconceptions on the etiology of the condition. Besides organized seminars and the use of mainstream media, social media presence is imperative, as many parents and teachers are increasingly becoming social media users. Some parents and teachers may not understand the cause of the impairment of the cognitive and behavioral function of their children. By organizing routine seminars in schools, the psychologists create a platform for the teachers to develop a better understanding of ADHD (White & Ciccarelli, 2014.) It may be difficult for one to comprehend scientific information posted on social media or TV, especially the details of intricate neuroimaging procedures and the affected parts of the brain. The seminars thus act as a follow up to for clarifying the complicated details. The professionals may include posters and charts in their educational seminars, as visual representations of the procedures and anatomy of the brain are easier to comprehend.
Impacts of ADHD on Personal and School Life
Carroccia (2020) states that close to 60% of individuals with the symptoms of ADHD from childhood continue displaying difficulties in various sectors of their adult life. Young adults with ADHD have higher probabilities of being dismissed from their employment, poor academic performances, aggressive behaviors resulting in unintended criminal and risky behaviors, and finally, parental distress. The research identified that young adults with ADHD had higher familial conflicts as well as a higher probability of dropping out of school. Therefore, a college student with ADHD may experience higher probabilities of poor academic performance compared to social limitations.
ADHD has salient effects on the academic performance of the students. The students may usually demonstrate inadequate comprehension of simple topics, inability to follow regulations, and inability to complete tasks. The disruptive behavior associated with the condition also makes the student more susceptible to expulsion or suspension. The US Department of Education notes that close to half of students with ADHD are suspended, and less than 10% is expelled (White and Ciccarelli, 2014). ADHD severely impacts social productivity, depending on the severity of the condition. Therefore, the current social environment can increase the probability of turnover if employed. Family relations are also expected to suffer; the outcome of affected familial relations may range from substance abuse to criminal behavior (White and Ciccarelli, 2014). ADHD has no cure, and researchers are also yet to identify its cause, family support is the main form of aid that is applicable in helping individuals with the condition cope.
Administration of ADHD Drugs
The medications used in the treatment of ADHD are stimulants and non-stimulants, depending on the severity of the condition. Stimulants are often administered to children and young adults as they help the brain in controlling impulses, behavior, and, attention. Non-stimulants, on the other hand, give results of improved concentration and reduced hyperactivity (Quinn, Chang, Gibbons, Lahey, Rickert, & D'Onofrio, 2017). For individuals without ADHD, medication can have neutral or severe results, depending on the dosage taken. Stimulants enhance concentration and memory (Quinn et al., 2017). However, they are not as effective in boosting cognitive functions.
ADHD medication may have effects on users without ADHD. These effects include loss of appetite, headaches, anxiety, higher blood pressure, tremors, and insomnia (Quinn et al., 2017). The mechanism of action of stimulants and anti-depressants is increasing the levels of two neurotransmitters in the brain, i.e., dopamine and norepinephrine. Dopamine is perceived to perform the role of memory enhancement, and its serum levels are used to determine the onset of addiction. Norepinephrine is associated with attentiveness and arousal. Administration of these drugs to non-ADHD patients causes an imbalance of hormones and neurotransmitters (Quinn et al., 2017). Rather than ameliorating the symptoms, the drugs will have a reverse effect of lethargy, reduced concentration, impaired cognitive and behavioral functions which may be manifested as lack of motivation. However, in some instances, the overproduction of dopamine overstimulates the brain pleasure center, resulting in excitement and hyperactivity (Quinn et al., 2017). These are the classical characteristics of ADHD. Thus, the administration of ADHD medication to non-ADHD patients invokes ADHD symptoms.
Conclusion
ADHD is a mental disease that affects both adults and children; the condition's causes and cure are yet to be discovered. However, the numerous studies of the condition have identified it to have severe social limitations, especially in the academic and employment fields. The condition's symptoms pose the primary limitations to individuals being proactive members of society. It is important to note that the condition is manageable with the proper medication. Though, misuse of the medication can result in undesired outcomes such as ADHD symptoms.
References
Carroccia, G., 2020. Evaluating ADHD In Children And Adolescents . Springfield, IL: Charles C. Thomas Publisher.
Erlandsson, S., Lundin, L., & Punzi, E. (2016). A discursive analysis concerning information on "ADHD" presented to parents by the National Institute of Mental Health (USA). International journal of qualitative studies on health and well-being , 11 , 30938. https://doi.org/10.3402/qhw.v11.30938
Giedd, J., 2019. The Enigma of Neuroimaging in ADHD. American Journal of Psychiatry , 176(7).
Quinn, P. D., Chang, Z., Hur, K., Gibbons, R. D., Lahey, B. B., Rickert, M. E., & D'Onofrio, B. M. (2017). ADHD medication and substance-related problems. American journal of psychiatry , 174 (9), 877-885.
Weyandt, L., Swentosky, A. and Gudmundsdottir, B. (2013). Neuroimaging and ADHD: fMRI, PET, DTI Findings, and Methodological Limitations. Developmental Neuropsychology , 38(4), pp.211-225.
White, J. and Ciccarelli, S. (2014). Psychology . London, England: Pearson College Div.
