Attention Deficit Hyperactivity Disorder Among Children: A Growing Social Problem, Case Study Example

Children who suffer from Attention Deficit Hyperactivity Disorder (ADHD) are exposed to many risks, including criminality and substance abuse. Not many sociologists have dedicated much time to research on the behavioral problems that children with ADHD are exposed to. However, structured positive parenting has been observed to reduce risk of these children finding themselves in socially deviant behaviors.

The most common symptoms of ADHD are impulsivity, hyperactivity and inattention (Pelham, 2005). Theories that explain ADHD have been formulated and modified many times during the last 40 years (461). Some symptoms are considered preeminent while others are not. This determines the manner in which diagnosis of this condition is arrived at. Another determining factor is that among children, this condition is often defined in behavioral terms. Its assessment is based on how children lead their daily lives. for this reason, impact of the condition on the society is best measured through both natural and laboratory settings. This is the best way through which the social implications of ADHD cab be assessed.

The main study interest conveyed in this paper relates to the approaches that should be taken in order to mitigate the social impact of ADHD (Pelham, 2005). In this regard, communities, schools and families should all work together towards this end. Every child who suffers from ADHD should be helped within all these settings in order to grow and develop in a socially holistic manner.

Different measures are being done in order to solve ADHD problem among children at the family, school and community level. At the family system, many organizations are coming up with initiatives of making sure that all parents, and indeed all family members, are aware of this problem; that they know how it should be identified and handled. To begin with, they are taught about the importance of accepting children suffering from ADHD. A healthy family environment is at the heart of issues that make children with ADHD have a sense of belonging. Today, many regiments and treatments for this condition are easily accessible. The earlier medical interventions are offered, the better.

The Role of the School System

Within the school system, the responsibility lies with teachers, school management team, peers and classmates (Russell, 2007). More importantly, creating awareness about how children suffering from this condition should be handled should be the first step. These days, it is common to notice behaviors within the school community that exacerbate the disorder among children. The worst scenario is when teachers are not trained on how to deal with these children in terms of meeting their special needs. Unfortunately, when negative attitudes are entrenched in the school system, they easily find their way into the entire community (1-2).

School systems have the responsibility to comply with different federal regulations that deal with persons with disabilities. Examples are Individuals With Disabilities Education Act and Americans With Disabilities Act. Another important piece of legislation is Vocational Rehabilitation Act, Section 504. The legal obligations for schools start right at the elementary level right to college years. it is interesting to note that schools are becoming increasingly alert in matters of their legal responsibility when it comes to caring for children suffering from ADHD.

It might be more important for schools to increase their level of vigilance when taking care of these children. This would avoid isolated cases of children being ridiculed and bullied by fellow students and other members of the school community on account of their condition. In order to optimize the benefits of any ADHD treatment intervention plan, a partnership arrangement between parents and school management is necessary. This school-to-family partnership has been seen to yield good results in selected elementary schools within the country.

Family-to-Community Partnership

Another approach to intervention on the ADHD problem is through family-to-community partnership. The family might positively influence the attitudes of all members of the local community. Together, the family members and the community can form a partnership that encourages cohesion, socialization, moral support and mobilization of therapeutic resources for the benefit of children with ADHD.

The family-to community setting refers to the place where children live, where they go to school and where they engage in different recreational activities. In this case, intimate ties are very highly likely. These ties can easily be used to inculcate the right attitudes towards children with ADHD. Within this setting, it is very easy for the community to play a critical role in the form of medical interventions.

Reconstructing Systems for the Benefit of Children With ADHD       

In order for all ADHD intervention systems to be relevant in a world full of new medical and technological changes, reconstruction of the systems is very important. Every system should be very open to medical, scientific and behavioral explanations. The type of explanation given to a certain community determines their level of preparedness with the life-long effects of the condition.

Some people who are confronted with children suffering from ADHD are not aware that their behaviors are not deliberate. They are also unaware that their behaviors are going to have life-long effects on academic, social and occupational lives. in most cases, these children invoke negative actions among family members or members of the community. These actions might have circular or reciprocal effects, depending on how they are carried out.

Treatment for AD/HD: A Multidimensional Approach

ADHD is a disabling condition that cannot be remedied by a single treatment. This is why a multidimensional approach is very important. This approach is only possible if the entire community contributes to its effectiveness. Professionals are needed in order to provide advice to parents and the entire community. This has been happening for a long time and for this reason, research outcomes on ADHD are finding their way into the fabric of society. In terms of sustenance of this approach, a long-term treatment plan is needed (Pelham et al, 2005).

If ADHD were not a social problem today, there would be no concerns about education relating to this condition. Today, parent education on ADHD is very necessary. Parents are continually being sensitized about the symptoms to look out for in order to tell whether their child or adolescent is suffering from this condition. Parents who have this form of education understand that the maladaptive and disruptive nature of children with ADHD. Moreover, they know how to help he child overcome his shortcomings in order to lead a higher quality life.

Societies with teachers who are informed about ADHD are better equipped for the tough task ahead of them: that of guiding the school community towards adopting the right attitudes towards ADHD patients. This way, interventions are maximized and social, behavioral and academic function of these unfortunate children is understood better.

Individual counseling is important although it is also good to hire the services of professional counselors with knowledge on ADHD (Erk, 2004). In most cases, children suffering from ADHD are always in denial about suffering from the condition. They tend to think that majority of their problems are caused by teachers, peers and family members (66-67).

In cases where children with ADHD have other problems such as excessive anxiety, anger control problems, difficult in language usage and defiant behavior, professional counseling is important since patients are at high risk of experiencing depression.

Role of Behavioral Management Techniques

Behavioral management techniques have a special place in the provision of moral and spiritual support to children who suffer from the ADHD problem. Training is often done through behavioral guidance. Self-instruction training works just as well. Rewarding the children for proper behavior makes them better players within social environments. In conclusion, a collaborative and multidisciplinary approach to helping children with ADHD in society should yield satisfactory results.

References

Erk, R. R. (2004). Counseling treatment for children and adolescents with DSM-IV-TR disorders. Upper Saddle River, NJ: Merrill Prentice Hall.

Pelham William et al. (2005). Evidence-Based Assessment of Attention Deficit Hyperactivity Disorder in Children and Adolescents. Journal of Clinical Child and Adolescent Psychology. 34.3: 449–476.

Russell A. B. (2007). School Interventions for Attention Deficit Hyperactivity Disorder: Where to from Here? School Psychology Review. 36: 1-2.