Human Development and Attention Deficit and Hyperactivity Disorder (ADHD)

P‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍lease can you paraphrase my original work. i did the work myself however i did a‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍ lot of cope and paste and it's show 35% Similarity. Please can assist with this‌‍‍‌‌‍‌‌‌‌‌‍‍‍‌‌‌‌‍

Introduction

Human development is the process of growth and change occurring between birth and adulthood (Tanner, 2010) but Attention Deficit and Hyperactivity Disorder (ADHD) can affect development. ADHD is a neurodevelopmental disorder and behaviourally defined as adaptive functioning difficulties arising from variations, alterations, and atypical maturation of the brain (Bölte et al., 2021). It is characterised by inattention, hyperactivity, and impulsivity which can interfere with academic, social, and occupational functioning and has no cure, but each diagnosed person experiences various spectrums of the disorder throughout their life (Clingan, 2019). ADHD has changed from being primarily a childhood problem to a disorder that can affect adults (Lusardi, 2019). Similarly, how ADHD is viewed and treated has changed. Most interventions concentrate on administering medications and applying behavioural modification however, some adopt psychosocial approaches. ADHD is a chronic disorder and level of functioning determines life satisfaction (Hanson, 2021), yet social work scholars have largely been missing from academic discussions about ADHD. The social work profession can make important contributions to understanding a phenomenon (Karlsson and Lundström, 2019). We will firstly explore two main articles relating to ADHD: A Call for Research on the Validity of the Age-of-Onset Criterion Application in Older Adults Being Evaluated for ADHD: A Review of the Literature in Clinical and Cognitive Psychology and Quality of life in older adults with ADHD: links to ADHD symptom levels and executive functioning deficits which both relate to ADHD in adults. Secondly psychosocial approaches to helping those with ADHD are presented. Thirdly, my personal observations and competencies during my social work practice with teenagers who have ADHD are discussed and finally implications of the combined information to my social work practice and social work practice in general are provided.

Literature Review

Although ADHD is typically diagnosed in childhood (Drechsler et al., 2020) but as the following two articles indicate individuals have ADHD throughout their lifespan.According to Article 1, A Call for Research on the Validity of the Age-of-Onset Criterion Application in Older Adults Being Evaluated for ADHD: A Review of the Literature in Clinical and Cognitive Psychology knowledge of ADHD did not exist prior to 1970, which has caused problems for adult diagnosis in terms of Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria. The DSM is a standardised and centralised guide by mental health professionals to classify and create actionable guidance for mental health disorders (The DSM5, n.d.). The article claims 3% of people aged 50 and up have significant symptoms of ADHD but because ADHD is a relatively new diagnosis with only recent recognition of later-life cases, and because many symptomatic adults have high early-life functioning due to supportive environmental and social structures, they are frequently diagnosed for the first time in later adulthood. Current DSM-5 criteria require proof of symptom onset prior to age 12, which relies on self-reporting in older adults but memories can be unavailable or unreliable. Literature suggests this criterion may be invalid in older people, therefore showing the onset of childhood symptoms in older people is impossible. There are no good current ancillary sources of childhood behaviours, it is unreliable ( self-report is seriously flawed), and it is unethical (unreasonable denial of support to people who need it, with demonstrated poor outcomes associated with untreated ADHD in adults). They researchers recommend additional research is needed to establish the validity of self-reported childhood symptom onset in this under-studied demographic, such as identifying contextual factors in older life that are associated with the emergence of ADHD symptoms in older adulthood. This will help determine the impact of memory biases on recall of childhood symptoms in older adults with ADHD, quantify self-perception deficits, and investigate the usability of self-reported childhood symptom onset. (Sharma, Lavoie, and Callahan, 2020).As regards limitations, Sharma, Lavoie, and Callahan, (2020) emphasise that longitudinal follow-up of individuals into late life, as well as quantification of the temporal and cognitive biases that can impact retrospective recall in this demographic is required for to empirically test validity of self-reported childhood symptom onset in older adults.Article 2, Quality of life in older adults with ADHD: links to ADHD symptom levels and executive functioning deficits presents findings of a study on differently aged adults with ADHD and variation in quality of life. The overall goal of this research was to look at quality of life in people with ADHD who were over the age of 60. The study compared older people with ADHD to both healthy controls and younger adults with ADHD of the same age. They then looked at executive functioning as a potential underlying factor in the quality of life of older people with ADHD. A large sample of  158 participants was used which they divided into three groups: 60-75 years old with ADHD, healthy controls of the same age, and 18-45 years old with ADHD. All of the ADHD patients were clinically assigned and self-ratings were used to assess quality of life, and self-ratings and assessments were used to assess executive functioning. The researchers found that older adults with ADHD differed considerably from controls of the same age on all areas of quality of life.  They did, however, have comparable levels of quality of life as younger adults with ADHD. The exception was psychological health, where older people demonstrated a higher quality of life than younger adults with ADHD. Executive deficits, particularly working memory, were related to quality of life, sometimes even beyond the impact of ADHD symptom levels. The authors concluded that adults with ADHD have significant impairments in quality of life that are comparable to younger adults. Impaired individuals' impairments may worsen as they age, and clinics must satisfy the needs of this growing group of patients (Thorell, Holst and Sjöwall, 2019). However, the researchers acknowledge that the study was mainly dependent on self-reports but when evaluating executive deficits, lack of self-awareness or minimisation of difficulties can easily happen (Thorell, Holst and Sjöwall, 2019)..

Psychosocial Approaches

ADHD focus is often on behaviour only and treatment is often medication based no matter what the age or stage of development a person is at but there are some who take a psychosocial approach. BASW (2018) states that social work activity should include psychosocial approaches. Newman and Newman (2020) posit that from infancy to later life, psychosocial theory describes changes in self-understanding, social relationships, and one's relationship to society. Erik Erikson is the most well-known theorist associated with the creation of psychosocial theory. Psychosocial theories handle patterned changes in ego development across the life span, including self-understanding, identity formation, social relationships, and worldview. Psychosocial theories hold that development is the result of ongoing interactions between people and their social environments.Hanson (2021) proposes the psychosocial approach of Newman's Health as Expanding Consciousness Theory to support people with ADHD across their lifespan. This internal method of a social empowerment support involves providing people with ADHD with insight or pattern recognition to inspire change or pattern transformation. Those with ADHD will perceive their ability to successfully handle more complex challenges as they develop higher levels of comprehension and interaction  (Hanson, 2021).On a positive note, I respect the diversity and see potential as not everyone who has ADHD suffers problems as the severity varies and there are some positive aspects to the condition. ADHD behavioural characteristics do not appear in a binary form, they exist on a spectrum or continuum. This suggests that some parts of ADHD can be adaptive rather than impairing, or that some people may have certain strengths or characteristics that mediate and/or compensate for their ADHD-related deficits or impairments (Sedgwick, Merwood, and Asherson, 2018).

Personal Observation

Although, I have not worked with adults with ADHD, I have built and sustained professional relationships, 3.1 (BASW, 2018) with teenagers with ADHD who when intrinsically interested in a topic or task (in this case turtles) were empowered (3.7). I discovered that a teenagers with ADHD was able to hold extreme focus if we were to talk about animals. The only time the child lost interest was if I changed the topic from animals. This indicates to me, that a child will be highly capable of success in life provided they find educational opportunities and employment that intrinsically interest them. Another teenager whom I did not have time to get to know well enough to ascertain an intrinsic interest, I found managed to pay attention to what we were talking about provided I did not talk too long about the same topic. For instance, I spent just five minutes approximately discussing his school life, before I had to chat about something else or play a quick game with him. I could then return to school life later if I needed to know more but pushing him to continue to discuss school life after around 5 minutes was impossible, he would just switch off. Therefore, I could achieve the answers to the same number of questions as any other child the same age and stage of development but it just took a little longer due to needing to switch topic or incorporate quick games.In supporting these teenagers, I demonstrated BASW 2.1, 3, to promote the right to participation as I tried ways of and managed to fully engage with the children (BASW, 2018). Also, standard 2.1, 4 promoting the children’s right to participation as I recognised their social difficulties the children have due to their ADHD (BASW, 2018). They should strive to interact with the individual as well as their larger social systems, such as family, neighbourhood, societal, and natural environments. I respect the diversity of the way in which people need to communicate BASW 2.2,2 (BASW, 2018).However, I do need to experience working with adults with ADHD and both children were medicated and not severe cases of ADHD. I do not know how if I would interact as well with an adult who has ADHD or if the children would have coped with questions/interventions if they were severe ADHD cases or not taking medication.

Future practice

Due to social work being evidence informed (BASW, 2018) I now understand that ADHD is much more complex and widespread than I initially realised. I feel I can now be more objective, 3.11 BASW (2018) admit that I associated ADHD with children and although I know adults can be diagnosed with it, I thought it was rare. It is important I can recognise the symptoms of ADHD across the lifespan and not view it as a childhood condition only. I have learned that adult symptoms can vary to children’s symptoms. I must also understand how to support ADHD across different age groups and keep up to date with new research and innovations to support informed practice of ADHD service users as research findings are constantly discovering new information about ADHD. I also think that there must potentially be many older adults that I encounter that may have ADHD but do not realise as they may also believe it is only children who can have it. I have additionally learned form my observations of children with ADHD that finding a topic or area of interest is key to their success and I intend to seek their individual intrinsic motivation with any children or adults I work with ADHD to help them. I recognise communicating with children who have ADHD is a strength of mine, BASW 2.1,5 Identifying strengths, but I realise I need to develop strengths regarding ADHD as these were not serious cases (BASW, 2018) and develop my knowledge of psychosocial approaches and Newman's Health as Expanding Consciousness Theory to further develop.

Conclusion

Overall, ADHD can have significant impacts on various aspects of human development, but early diagnosis and appropriate treatment can help individuals with ADHD manage their symptoms and achieve their full potential. It is important to note that ADHD is a lifelong condition, but symptoms may change in severity and presentation over time. Individuals with ADHD can benefit from medication but psychosocial approaches and Newman's Health as Expanding Consciousness Theory. Social workers have the power to positively impact upon the lives of service users and their families with ADHD through up-to-date relevant knowledge and practice, but they cannot do this if they are excluded from ADHD academic discussions.

References

BASW (2018). Code of Ethics. [online] www.basw.co.uk. Available at: https://www.basw.co.uk/about-basw/code-ethics#Value%20ethical%20principles [Accessed 15 Mar. 2023].

Clingan, P.D. (2019). ADHD Influences throughout a Diagnosed Person’s Lifespan A Literature Review. International Journal of New Technology and Research, 5(7). doi:https://doi.org/10.31871/ijntr.5.7.9.

Hanson, S. (2021). Social Empowerment of Children With Attention Deficit Hyperactivity Disorder. Theses and Graduate Projects. [online] Available at: https://idun.augsburg.edu/etd/1083 [Accessed 13 Mar. 2023].

Lusardi, R. (2019). Current trends in medicalisation: Universalising ADHD diagnosis and treatments. Sociology Compass, 13(6), p.e12697. doi:https://doi.org/10.1111/soc4.12697.

Newman, B.M. and Newman, P.R. (2020). Theories of adolescent development. London Elsevier, Academic Press.

Sedgwick, J.A., Merwood, A. and Asherson, P. (2018). The positive aspects of attention deficit hyperactivity disorder: a qualitative investigation of successful adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 11(11). doi:https://doi.org/10.1007/s12402-018-0277-6.

Sharma, M.J., Lavoie, S. and Callahan, B.L. (2020). A Call for Research on the Validity of the Age-of-Onset Criterion Application in Older Adults Being Evaluated for ADHD: A Review of the Literature in Clinical and Cognitive Psychology. The American Journal of Geriatric Psychiatry. doi:https://doi.org/10.1016/j.jagp.2020.10.016.

Tanner, J.M. (2010). Human development | biology. In: Encyclopædia Britannica. [online] Available at: https://www.britannica.com/science/human-development [Accessed 15 Mar. 2023].

The DSM5. (n.d.). Diagnostic and Statistical Manual of Mental Disorders - The DSM-5. [online] Available at: https://www.thedsm5.com/the-dsm-5/ [Accessed 15 Mar. 2023].

Thorell, L.B., Holst, Y. and Sjöwall, D. (2019). Quality of life in older adults with ADHD: links to ADHD symptom levels and executive functioning deficits. Nordic Journal of Psychiatry, 73(7), pp.409–416. doi:https://doi.org/10.1080/08039488.2019.1646804.

• Ministerial Briefing
• M9 Application: Professional Participation Self-Evaluation
• Older Adults Datasheet
• M3 Individual Assignment: Sustainable Development Goals Exercise
• United States Government
• Declaration of Independence
• Peer Review Rough Draft
• Personal Values/Letter from a Birmingham Jail
• Extra Credit
• Causes and Impact of Chronic Poverty Among the Disabled in Developing Countries