Psychiatric Diagnosis and Management: Adults Essay

Psychiatric Diagnosis and Management: Adults Essay

Response to Elizabeth

Hello Elizabeth, your post highlights that the frontal lobe is accountable for ADHD symptoms like inattention and poor focus.  Some significant roles of the frontal lobe include language and speech production, motor skills, personality formation and expression, attention management, impulse control, and memory formation. The Broca region, a section in the frontal lobe, assists convert thoughts into words. If the Broca region is damaged, the capacity to speak, comprehend language, and produce logical speech is weakened. Like other brain sections, the frontal lobe helps in long-term memory formation. Damaging the frontal lobe also changes personality; the intricate interaction of memory, impulse control, and other tasks assists shape an individual’s features (Newman et al., 2016). Failure of the frontal lobe to manage attention, ADHD (attention deficit disorder) might develop.

ADHD is categorized as a neurodevelopmental illness, signifying that it is liked to brain development during childhood. Response inhibition shortages are at the center of ADHD (Attention-Deficit Hyperactivity Disorder) (Newman et al., 2016). Individuals with the condition have variances in the function and structure of the brain, which affects reasoning and perception (Wu et al., 2020). The frontal lobe is a brain region where structural irregularities play a role in ADHD. It might be challenging to differentiate high-energy children and those with ADHD. However, numerous children with the condition are very energetic. High energy in a child is inadequate to permit a diagnosis. Further, some children with ADHD are not very active. For high-energy children to qualify for ADHD diagnosis, they must have an enduring, prevalent problem with their capacity to control activity levels and impulses (Sedgwick, Merwood & Asherson, 2019). Learning or functioning impairment is crucial to distinguishing normal activity from ADHD. If a child performs well in school and is energetic, it is unlikely for the child to have ADHD.

References

Newman, E., Jernigan, T., Lindahl, K., Tamm, L., Tapert, S., Potkin, S., Mathalon, D., Molina, B., Bjork, J., Castellanos, F., Swanson, J., Kuperman, J., Bartsch, H., Chen, C.-H., Dale, A., Epstein, J., Group, M., Jernigan, T. L., Lisdahl, K. M., & Tapert, S. F. (2016). Go/No Go task performance predicts cortical thickness in the caudal inferior frontal gyrus in young adults with and without ADHD. Brain Imaging & Behavior, 10(3), 880–892. https://doi.org/10.1007/s11682-015-9453-x

Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: a qualitative investigation of successful adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 11(3), 241-253. https://doi.org/10.1007/s12402-018-0277-6

Wu, Z., Luo, Y., Gao, Y., Han, Y., Wu, K., & Li, X. (2020). The Role of Frontal and Occipital Cortices in Processing Sustained Visual Attention in Young Adults with Attention-Deficit/Hyperactivity Disorder: A Functional Near-Infrared Spectroscopy Study. Neuroscience Bulletin, 36(6), 659–663. https://doi.org/10.1007/s12264-020-00492-9

lisabeth Sanderson
Lisa ADHD Discussion
COLLAPSE
The frontal lobe is generally accepted as the area of the brain, which is responsible for the inattentive, poor focus, symptoms demonstrated in ADHD. In a unique study by Newman et. al. (2016) they found that adults with poor inhibition, regardless of childhood or current ADHD, had a thicker cortex in the inferior frontal gyrus. A physical correlation between poor response control associated with ADHD and the frontal lobe was clearly demonstrated. Wu et. al. (2020) found that there were functional differences in both the frontal and occipital cortices in those with ADHD that persisted into adulthood. The frontal lobe of the brain is responsible for executive function and the disruption of it results in issues with basic focus, regulating emotions, and even following directions. The disruption of the frontal lobe results in the type of behavior that is classically associated with ADHD.
Personally, I think that a serious challenge in treating children with ADHD is being able to differentiate between children who genuinely have ADHD and high-energy children who may just need different parenting strategies to be successful. Additionally, the type of medications used to commonly treat ADHD has a high chance of abuse if not from the patient, then for their parent. Even after you have a child correctly diagnosed and under treatment there are a myriad of concerns. What if the child stops eating and growing? What if they can’t swallow pills and require multi-day dosing at school with a liquid medication (is there a school nurse available to help)? Are they going to need drug holidays? Are they actively getting therapy or are the parents just relying on medications alone? Are they compliant with medications? Is their dose the lowest effective dose? As the most common diagnosis for children, it is inevitable that I will be diagnosing and treating children with ADHD and all these questions will be in mind each and every time.
References
Newman, E., Jernigan, T., Lisdahl, K., Tamm, L., Tapert, S., Potkin, S., Mathalon, D., Molina, B., Bjork, J., Castellanos, F., Swanson, J., Kuperman, J., Bartsch, H., Chen, C.-H., Dale, A., Epstein, J., Group, M., Jernigan, T. L., Lisdahl, K. M., & Tapert, S. F. (2016). Go/No Go task performance predicts cortical thickness in the caudal inferior frontal gyrus in young adults with and without ADHD. Brain Imaging & Behavior, 10(3), 880–892. https://doi.org/10.1007/s11682-015-9453-x
Wu, Z., Luo, Y., Gao, Y., Han, Y., Wu, K., & Li, X. (2020). The Role of Frontal and Occipital Cortices in Processing Sustained Visual Attention in Young Adults with Attention-Deficit/Hyperactivity Disorder: A Functional Near-Infrared Spectroscopy Study. Neuroscience Bulletin, 36(6), 659–663. https://doi.org/10.1007/s12264-020-00492-9
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Appendix C1 & C2: Discussion Question Response #1 and #2 15 points per response

 Assignment Description

Each student submits a response to the Discussion Board question. This is done in the appropriate module discussion board in Blackboard (Course Objectives 1-8).

Assignment Objectives

The student will:

1. Synthesize the evidence-based literature for the week (learning opportunities, other identified resources);
2. Apply synthesized knowledge to understand the posted question;
3. Demonstrate understanding by developing a written response to the question; and
4. Demonstrate appropriate application of technology for communication and learning.

 Assignment Steps

To complete this assignment:

1. Read the posted question.
2. Use the assigned readings and other resources to develop a written response to the question.
3. Post the developed response to the appropriate week discussion board in Blackboard by the date assigned in the course calendar.

 Assignment Evaluation

Each Discussion Board Response will be evaluated according the to the following rubric:

Criterion	Possible
Relevance	4	Response addresses the prompt.
Evidence Based	4	Response identifies and synthesizes the evidence in the literature, including DSM 5.
Critical Thinking	5	Review demonstrates critical thinking.
Mechanics	2	Writing is logical, APA 7th used; no errors in spelling, grammar, citations or references.

Required text book

Yalom, I. (2017). The gift of therapy: An open letter to a new generation of therapists and their patients. Harper Perennial.