Required ResourcesArticles American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: Including 2010 amendments (Links to an external site.). Retrieved from h

Running head: ASSIGNMENT 1

Resources for the Integrative Literature Review

Name

University

Name

Psy 699

March 27,2021

Introduction

The entire field of psychology is very complex because of each of its multiple realms and facets. For each client to get the support they can need, that becomes necessary. There are frequent shifts in the health care sector, and they are still increasing in many ways. The use of the modern health care system is a very significant step. This suggests that combining general medical treatment, mental wellbeing and drug dependence would allow all patients to experience the greatest overall care when they are present and when they have all sorts of health care needs. While many common needs of healthcare are also integrated, it is very beneficial for each individual that this paper reflects on all the advantages of applying the integral healthcare strategy for those patients dealing with mental retardation or ADHD.

Discussion

Developmental psychology has experiments that explain the changes and the growth of people's lives. Most people assume that ADHD is only a hereditary and may be inherited predetermined condition. "But most accept that genetics are rarely the primary cause of ADHD, and the M concordance rate does not come near 100%, whereas biological anomalies supposed to be hereditary are not shown by up to 50% of children with ADHD" (Johnston & Marsh, 2001, pg. 185).

Unless the child has symptoms that disrupt the family's relationships, that can trigger some unpleasant emotions that can then be interpreted in reference to the child, and this may play a significant part in the wellbeing of the child and what actions the parents must do to ensure his child copes with what they start to encounter. If a child starts to undergo or starts to develop ADHD, so the child will start developing from his or her own peers because he or she cannot get the support that he or she needs. 'We found that children with ADHD was slower than controlled children in their visual stimulus perception, including STM ability tests, K, spatial distribution of focus capital, W indices and visual sensation thresholds, t0” (Capersen, Peterson, Vangkilde, Plessen, & Habekost, 2017, pg. 356).

Mostly with study of social science, human attitudes are not only influenced by the conduct of individuals, but also by their actions and their atmosphere in a social context. It also happens when a person suffers from ADHD and has trouble engaging socially with others because of their own condition. Most kids tend to be able to feel certain self-doubt, so there are a few kids out, some kids are easy to walk and to make friends quickly, some are really reserved and then some kids choose to sit with them and not care about being with someone else.

Children suffering from ADHD will fall into all these groups and all of them are environmentally based. “In the past, stimulant medications have been proposed to provide an opportunity for effective social exchanges by lowering the aversion of certain children with hyperactivities, but these children remain in interpersonal difficulty when medications fail to elicit socially acceptable actions for peer approval (Landau & Moore, 1991). Using various stimulant medicines, the behaviour is not necessarily changed for a while so that the infant always has a social impact rather than helping to calm down the mind so that the child works in the natural spectrum.

Analysis

They are distinct and somewhat different from each of the four areas in the study, though all have similar concepts, they all share one which attempts to bring them all in one position and integrative health care for people with ADHD. "Studies of human evolution and lifetime growth by development psychologists, covering physical, cognitive, psychological, academic, perceptive, personality and interpersonal relationships" (American Psychological Association, 2017). Research shows that there are similarities between children's own actions and cognitive processes that tend to encourage their own ADHD. “Until date, the ADHD's many influential hypotheses indicates that autonomy underscores the cognitive and behavioural functioning deficiency of ADHA.

Research shows that kids with ADHD have moderate recall and drive deficits, have difficulty inhibiting or halting behavioural responses and are much faster in the pursuit of basic information processing.” (Healy & Rucklidge, 2016, pg. 422). This results in them having greater trouble with their brain and motor abilities in their growth because they cannot absorb all of the information within a normal timeline. A child with ADHD will have greater trouble with maintaining his own memory and will not be able to absorb all the information he needs to be accessed at once.

Again, from cognitive perspective of those living with ADHD, it can be more difficult to handle all the facts they are provided as to whether it is just an easy job or whether they take out the garbage to do something that is much harder to solve, such as their hardwood dilemma. Each person processes knowledge differently, but it is difficult for someone living with ADHD to do anything. Some scholars claim that since there are people suffering from ADHD who only inhibit their cognitive failure from thinking and behaving properly, then they can only be treated cognitively, so if their own overly excitable and impulsive behaviour, will become self-controlled.

There is also a new analysis found that "The promising effects were revealed in other sometimes related issues, such as problems in school including antisocial behaviour not just in the underlying symptoms of ADHD." (Mirada & Presentacion, 2000, pg. 179).

Adults living with ADHD may still have difficulty handling it. Studies suggest that CBT seems to have been very effective in assisting both adults and children suffering from ADHD. "Latest CBTs for adult ADHD display similar results for children with ADHD who are regarded as well-established therapies” (Knouse, Teller, & Brooks, 207, Pg. 747).

As previously discussed in some situations, certain signs of ADHD can be diminished because when individual becomes older, but that isn't necessarily the case because often the patient who has ADHD becomes an adult and they have to be monitored further to seek support and resources to help them deal with the ADHD as an adult. It's also because of all stigma where you're scared, or you get removed because something's wrong or that you're strange. "Experiencing the stigma and the associated detrimental effects on initiation and perseverance of treatments demands successful ADHD intervention and often calls for innovative ways to fight them.”

Children find it difficult to communicate with people and they are the ones who suffer from ADHD. "Young kids with Disabilities have more problems than their average peers with behaviour and social deficit" (Alizdeh Walton, & Soheili, 2016, Pg. 290). The children who struggle socially because of ADHD have trouble communicating to their own colleagues for numerous reasons. “Children with ADHD also have social contact issues with their peers, are without friendships but suffer through peers' refusal and social alienation (Alideh, Walton, & Soheili, 2016, Pg. 290). It is important that children with ADHD be able to develop the necessary socialization skills to be interested in getting involved within themselves and in society.

Critique

Both research materials have come from several reputable and trustworthy outlets, in which they have all undertaken their specific research studies to present their conclusions in this article. The biggest problem with using the comprehensive healthcare method for treating ADHD is the use of any study and report used in this document without medicine alone or in combination with some other type of treatment. Not one particular therapy is suitable for everyone, because based on their specific diagnoses, there are several different periods and types of care that can give a patient the greatest advantage.

But as evidence will demonstrate, the proper diagnosis and recovery strategy is crucial to determine so that the patient will get the care they need, which in the log-run can be the most advantageous for them. Parents, doctors, counsellors, school administrators and teachers are there to work together to make sure that an ADHD therapy or intervention for a child effectively has all the right solutions for the child. "Some studies suggest that the multidisciplinary analysis yields extra benefits because educator happiness contributes to lower doses of the these children's medications" " (Karpoizis, Pollard, & Bonell, 2009, Pg. 2). Both ADHD care plans are not always covered and can be handled as if it existed. All are different, and not every recovery plan can fit for all as the previous, treatment options must be dependent on the needs of the patient and of the patient.

Given all the knowledge and research contained in the literature review, several ethical issues in the four various fields that have been discussed seem to be the same. Each research that was carried out in no way do seem to have crossed an ethical line. In the light of all the various results of the studies discussed, the ethical problems helped to affect the results of this analysis by helping to show that the results did not all anticipate, alter and can be modified again.

Synthesis

While ADHD can be incredibly difficult for even a patient to cope with it, it's equally difficult for people to cope with, if not more difficult, but could be controlled. It is still very difficult. Medication with stimulants seems to be something that has already been used for ADHD therapy. New studies conducted are now evolving and it shows that ADHD can still be handled with other means. "Out over years, CAM has ground to 60-65 percent of parents of children with ADHD using CAM, particularly in developing and behavioural disorders such as ADHD" (André Burgundy, J., M., P., & S.). Many parents opt for an even more conventional way to treat their children who suffer from ADHD to discourage their children from consuming what they consider is a dangerous drug.

Numerous parents believe but the use of these drugs should still be given and used as a final resort only when all possible options have been pursued and they have all failed. Until the last decade, or mostly the study conducted and conducted on some form of ADHD treatment was conducted using drugs. However, as experimental therapy has now begun, new experiments on the efficacy of the use of these therapies are now being conducted as psychological and behavioural therapy.

Conclusion

Psychology, because of the various diverse fields and facets of the discipline itself, is a very complex field. The customer and his family still need the support they need. It is necessary. There is continuous improvement and growth in the healthcare sector. The integrated health care system also is such transition. By combining primary treatment, mental health programs and drug misuse, a patient will get the best care whether he or she experiences and a whole range of clinical needs. Although there are several different fields where the comprehensive healthcare is more effective for specific customers, this paper concentrates primarily on people who are diagnosed as individuals who suffer from an eye deficiency or ADHD using a healthcare delivery solution.

ADHD is one that is used as a developmental condition where a person has difficulty controlling their behaviour much of the time and has problems taking care of his or her job. The paper concentrates on four distinct types of therapeutic realms and is combined when it comes to treating a person that has a hyperactivity disorder. The fields include psychology of behaviour, growth, psychopharmaceuticals, and cognitive psychology. As these four fields are intertwined, they can be used together to give the best possible treatment to the patient without using medications alone. Some may argue that the only solution is to medicate a child with ADHD, this isn't valid.

References:

Alizdeh, H., Walton, F. X., & Soheili, F. (2016). Social interest in children with and without

attention-deficit/hyperactivity disorder. Journal of Individual Psychology, 72(4), 290-

307.

American Psychological Association. (2017). Understanding Developmental Psychology.

Retrieved from: apa.org/action/science/developmental/index/aspx.

Bussing, R., & Mehta, A. S. (2013) Stigmatization and self-perception of youth with attention

deficit/hyperactivity disorder. Patient Intelligence, 15. doi: 10.2147/PI.S18811

Capersen, I. D., Peterson, A., Vangkilde, S., Plessen, K. J., & Habekost, T. (2017). Perceptual

And response dependent profiles of attention in children with ADHD. Neuropsychology,

31(4), 349-360. doi:1037/neu0000375

Forner, C. B., Miranda, B. R., Fortea, I. B., Castellar, R. G., Diago, C. C., & Casas, A. M.

(2017). ADHD symptoms and peer problems: Mediation of executive function and theory

of mind. Psicothema, 29(5), 514-519. doi:10.7334/psicothema2016.376

Graham, L. J. (2008). Drugs, labels, and pill-fitting boxes: ADHD and children who are hard to

teach. Discourse: Studies in the Cultural Politics of Education, 29(1), 85-106.

doi:10.1080/01596300701801377

Greydanus, D. E., Nazeer, A., & Patel, D. R. (2009). Psychopharmacology of ADHD in

pediatrics: Current advances and issues. Neuropsychiatric Disease and Treatment, 5,

171-181.

Healy, D. & Rucklidge, J. J., (2006). An investigation into the relationship among ADHD

symptomatology, creativity, and neuropsychological functioning in children. Child

Neuropsychology, 12(6), 421. doi:10.1080/09297040600806086.

Johnston, C. & Marsh, E. J. (2001). Families of children with Attention-Deficit Hyperactivity

Disorder: Review and recommendations for future research. Clinical Child and Family

Psychology Review, 43(3), 183-207. doi:10.1023/A:1017592030434

Jonkman, L. M., Markus, C. R., Franklin, M. S., & van Palfsen, J. H. (2017). Mind wandering

during attention performance: Effects of ADHD: inattention symptomatology, negative

mood, ruminative response style and working memory capacity. Plos ONE, 12(7), 1.

doi:10.1371/journal.pone.0181213.

Karpouzis, F., Pollard, H., & Bonello, R. (2009). A randomized controlled trial of the Neuro

Emotional Technique (NET) for childhood attention deficit hyperactivity disorder

(ADHD): A protocol. Trials, 10 1-11. doi:10.1186/1745-6215-10-6.

Knouse, L. E., Teller, J. & Brooks, M. A. (2017). Meta-analysis of cognitive-behavioral

treatments for adult ADHD. Journal of Counseling and Clinical Psychology, 85(7), 737-

750. doi:10.1037/cccp0000216.

Lachaine, J., Sikirica, V., & Mathurin, K. (2016). Is adjunctive pharmacotherapy in

attentiondeficit/hyperactivity disorder cost effective in Canada: A cost effectiveness assessment of guanfacine extended-release as an adjunctive therapy to a long-acting stimulant for the treatment of ADHD. BMC Psychiatry, 16, 1-10. doi:10.1186/S12888-016-0708-x

Liguori, A. (2013) Psychopharmacology of attention: The impact of drugs in an age of increased

distractions. Experimental and Clinical Psychopharmacology, 21(5), 343-344.

doi:10.1037/aoo34212.

Martel, M. M., von Eye, A., & Nigg, J. (2012). Developmental differences in structure of

attention-deficit/hyperactivity disorder (ADHD) between childhood and adulthood.

International Journal of Behavioral Development, 36(4), 279.

doi:10.1177/0165025412444077

Meppenlink, R., de Bruin E. I., & Bogels, S. M. (2016). Meditation or Medication? Mindfulness

training versus medication in the treatment of childhood ADHD: A randomized

controlled trial. BMC Psychiatry, 16, 1-16. doi: 10.1186/S12888-016-0978-3

Miranda, A. & Presentacion, M. J. (2000). Efficacy of cognitive-behavioral therapy in the

treatment of children with ADHD, with and without aggressiveness. Psychology in The

Schools, 37(2), 169.

Pozzi-Monzo, M. (2012). Ritalin for whom? Revisited: Further thinking on ADHD. Journal of

Child Psychotherapy, 38(1), 49-60.

Tajik-Parvinchi, D., Wright, L., & Schachar R. (2014). Cognitive rehabilitation for attention

deficit/hyperactivity disorder (ADHD): Promises and problems. Journal of the Canadian

Academy of Child & Adolescent Psychiatry, 23(3), 207-217.

Thorell, L., & Rydell, A. (2008). Behavior problems and social competence deficits associated

with symptoms of attention-deficit/hyperactivity disorder: Effects of age and gender.

Child Care, Health & Development, 34(5), 584-595

Weyandt, L. L. & DuPaul, G. J. (2008). ADHD in college students: Developmental findings.

Developmental Disabilities Research Reviews, 14(4), 311-319. doi: 10.1002/ddrr.38

Wilson, J. (2013). A social relational critique of the biomedical definition and treatment of

ADHD; ethical, practical, and political implications. Journal of Family Therapy, 35(2), 198. doi:10.11111j.1467-6427.2012.00607.x