The Psychosocial Intervention in Children with ADHD (Essay Sample)
The task was an article review on psychosocial support for children with ADHD by Borgen, N. T., Frønes, I., & Raaum, O. (2021). entitled "Impact of the School Environment on Medical Treatment of Attention Deficit Hyperactivity Disorder: A Population‐Wide Register Data Study of School‐Wide Positive Behavioral Interventions and Supports. Child Development".
The article advocated for psychosocial intervention as more effective than Pharmacotherapy as Behavioral and social skills training will ultimately have better outcomes for social integration and joining of the labor market of the child in adulthood. PHARMACOTHERAPEUTIC OPTION has long been used to manage behavioral issues and hyperactivity in ADHD children. However, the psychosocial intervention was recommended for behavioral change due to adverse effects from ADHD medication and overdependence without any academic or behavioral progress. Therefore, school interventions that encourage positive adjustment preventing the initial onset of behavioral problems in ADHD children are recommended. In addition, interventions that equip teachers with management strategies to enhance behavioral change are recommended. Behavioral training and positive adjustment reinforcement reduce the need for PHARMACOTHERAPy and better prepare the children for societal integration, thus its recommendation.
The Psychosocial Intervention in Children with ADHD
Article Review
Impact of the School Environment on Medical Treatment of Attention Deficit Hyperactivity Disorder: A Population‐Wide Register Data Study of School‐Wide Positive Behavioral Interventions and Supports.
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The Psychosocial Intervention in Children with ADHD
Attention Deficit Hyperactivity Disorder (ADHD), although amongst the prevalent hereditary childhood psychiatric disorders, other social and environmental factors also seem to impact its etiology. An unpredictable and unstructured environment triggers children with ADHD into hyperactivity and unease leading to externalized behavioral problems and lack of concentration.
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