Psychiatric Diagnosis and Management: Adults Essay

 Psychiatric Diagnosis and Management: Adults Essay

 Response to Heather

Hello Heather, your post is quite informative. The frontal lobe constitutes a third of a person’s cerebrum. This brain section is significant for reasoning and language. The frontal lobes are responsible for producing language and speech, concentration and attention, judgment and reasoning, processing memory, and organizing and planning. The frontal area also assists the brain to regulate mood and emotions, solve problems, and impulse control (Wu et al., 2020). Structural anomalies in the frontal lobe play a function in ADHD (Attention-deficit/hyperactivity disorder). ADHD includes a mix of persistent complications like impulsive behavior, challenges in sustaining attention, and hyperactivity (Mayo clinic, 2019). Children with ADHD might tussle with poor performance and troubled associations. The frontal lobe regulates executive functions such as language, planning, and decision-making. Simply put, the brain region assists individuals work and complete tasks. Studies assert that individuals with ADHD have a smaller frontal lobe than individuals without the disorder. However, the small size might be a result of delayed development. As a product of functional and structural brain differences, the condition is managed with cognitive behavioral therapy and other treatments.

Differentiating a kid with ADHD from one with high energy might be challenging. Other ADHD symptoms include difficulties in processing information and regulating emotions. If a child has high energy and cannot sit still, the child might be portraying some ADHD signs. However, if the child can pay attention, regulate emotions and impulses, and reply properly at home and school, the child is simply energetic. Further, kids with the disorder tend to be less mature developmentally than other kids of the same age (Newman et al., 2016). The kids might lack the judgment required to make clever verdicts about risk-taking, detrimental activities, and friendships. The key ADHD symptoms include inattention, hyperactivity, and impulsivity. However, their degree differs for both children and adults. Overall, persons with attention-deficit/hyperactivity disorder and their families necessitate a long-term management procedure to deal with the disorder.

References

Mayo clinic. (2019, June 25). Attention-deficit/hyperactivity disorder (ADHD) in children    Symptoms and causes. Mayo Clinic. https://www.mayoclinic.org/diseases-

conditions/adhd/symptoms-causes/syc-20350889

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

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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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.