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Essay / Research Paper Abstract
6 pages in length. Adjusting one's life to the inherent struggles of ADHD is not specific to the individual who suffers from the learning disability; rather, the need to develop coping mechanisms branches out to virtually every person with whom the individual comes in contact, not the least of which includes parents, siblings, non-familial adults and peers. This is particular pertinent with adolescent ADHD, in that during this period of life the young adult is compelled to deal with psychological, physiological and hormonal changes that make the focus-zapping disability an even greater challenge to endure. The extent to which issues such as scholastic difficulty and low self-esteem are a constant presence in the life of an ADHD adolescent are both grand and far-reaching; that specially modified approaches to learning must be approached in order to reach the ADHD adolescent speaks to the shattering of old-school mentality claiming these young adults simply cannot be reached. Bibliography lists 10 sources.
Page Count:
6 pages (~225 words per page)
File: LM1_TLCADHDAdol.rtf
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Unformatted sample text from the term paper:
the individual comes in contact, not the least of which includes parents, siblings, non-familial adults and peers. This is particular pertinent with adolescent ADHD, in that during this period
of life the young adult is compelled to deal with psychological, physiological and hormonal changes that make the focus-zapping disability an even greater challenge to endure. The extent to
which issues such as scholastic difficulty and low self-esteem are a constant presence in the life of an ADHD adolescent are both grand and far-reaching; that specially modified approaches to
learning must be approached in order to reach the ADHD adolescent speaks to the shattering of old-school mentality claiming these young adults simply cannot be reached.
Causes that influence the development and maintenance of ADHD represent a combination of genetic and environmental reasons. Traumatic brain injury (TBI) is one of the most
prevalent causes of disability in the modern world, not to mention a significant cause of death and disability among young adults in America. Over one million children suffer from
closed-head injuries every year; at such a significant rate, researchers are working feverishly to determine the definitive correlation between ADHD and such injuries. What has been established thus far
is the fact that depth and duration of consciousness, coupled with how old the individual is when the injury occurred, is a primary determinant with regard to ultimate recovery.
Age represents a significant factor, in that it can considerably change the path of growth and development (Stanford et al, 1994). It is often difficult for parents, teachers and
other adults to easily recognize or even completely appreciate the ramifications of such an injury as it pertains to the individuals ability - or lack thereof - to perform in
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