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Essay / Research Paper Abstract
This is a 5 page paper that provides an overview of therapeutic interventions for children with ADHD. Alternatives to medication are explored in terms of their effectiveness. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: KW60_KFpsy038.doc
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Unformatted sample text from the term paper:
is most likely the latter issue that is generating most of the controversy. For many parents and educators, there is something insidious about the widespread use of pharmacological interventions for
school-age children, and a superior avenue of treatment is often greatly desired. That said, there is now something of a movement to attempt to migrate ADHD treatments away from the
pharmacological context, towards a therapeutic paradigm that seeks to improve the learning-hindering aspects of ADHD through non-medicinal interventions, in the hope of avoiding the additional complications and hindrances that such
medicines may well introduce into an already problematic scenario. Proceeding from this basis, this paper will explore the phenomenon of ADHD in pre-school- and school-age children, with an eye towards
the developing non-pharmacological treatment options that are becoming increasing popular, as well as provide a critical analysis of which avenue of treatment is ultimately more effective rather than simply less
controversial. This paragraph helps the student cover some of the psychological aspects related to parents choices of treatment for their children. When taking a broad view of the phenomena, one
cannot escape the fact that when considering ADHD in children, it is ultimately the parents who have the final authority in choosing what course of treatment to administer to their
children. In the end, some parents choose to medicate, while some choose to handle the issue in less invasive ways. One would be inclined then to think that there must
be some significant difference between these two populations of parents that could yield insights into the phenomenon of "over-medication" of children with ADHD. A 2011 study was carried out in
order to analyze this exact issue; a qualitative study that interviewed some nineteen families of children with ADHD across various psychometric dimensions concluded, however, that there were "no significant differences
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