Diagnosis and Treatment of ADHD

Diagnosis and Treatment of ADHD Introduction The diagnosis of Attention Deficit Hyperactivity Disorder has increased over the recent years. It is one of the most common diseases in children and young adults.Advertising We will write a custom research paper sample on Diagnosis and Treatment of ADHD specifically for you for only $16.05 $11/page Learn More The diagnosis of ADHD has drawn a lot of attention from scientific and academic circles as some scholars argue that there are high levels of over diagnosis of the disorder. Gifted children and ADHD children display similar characteristics. It is also quite difficult to diagnose the disorder in adults. The difficulty in diagnosis is also compounded by the fact that some children have ADHD with other disorders. There are also concerns on the high prescription of stimulant drugs given to children who are very young. This is an area where a lot of research has been conducted to find out the causes, prevalence and effective treatment methods. Th ere is however need for further research to address the controversies in the diagnosis and treatment of ADHD since it affects children. The long term effects of stimulant medication could have serious repercussions in adult life. Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder is a condition that is common in children and young adults. The symptoms of ADHD include patterns of inattention, impulsiveness and hyperactivity. The ADHD prevalence is high between 5 and 15% in children who go to school. The DSM-IV diagnostic tool is used to evaluate whether an individual has ADHD. A person must display at least six of the nine inattentive and hyperactivity behaviours for a period of more than six months. The behaviour must be more severe or common comparable to people of the same stage in development. Behaviours that display inattention include difficulty in organizing tasks, forgetfulness, losing school items, failing to finish given tasks and avoiding men tal tasks. The individual may also be easily distracted or has difficulty in sustaining attention. The behaviours that display impulsiveness and hyperactivity include restlessness, impatience in waiting for their turn to speak and fidgeting. The behaviours should be noticed in the child before he is seven years old. It should also be demonstrated that the behaviours are interfering with the social, occupational and academic functioning of the child. It is important that the disorder be diagnosed correctly. Lack of diagnosis presents various problems to the child. In adult life the individual will also have challenges. In academics, the child experiences learning disabilities in reading, spelling and performing math calculations.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It has been noted that children with ADHD are more likely to repeat a class, drop out or be suspended or e xpelled in school. Research studies have also indicated that these children have a high likelihood of being in automobile accidents or getting hurt physically while playing. Analyses of diagnosis both in the USA and UK have shown that the disorder is more prevalent in boys than girls. Once the individual is an adult and the disease has not been treated, the person will have high levels of difficulty in employment, relationship challenges due to display of anti-social behaviour, driving offences and increased incidences of crime or substance abuse (Kuo and Faber, 1580). It is not a newly diagnosed disease as it has been treated for the last 100 years. Under diagnosis of the disorder may be caused by various factors. There may be lack of awareness by the parents and teachers on what could possibly be the problem with the â€Å"difficult† child. There is also social stigma associated with mental conditions. The parent may fear taking the child for diagnosis as he does not want t o be labelled â€Å"a bad parent.† Finally, the parent may not want to expose the child to consistent medication at such a young age. Causes of ADHD There are several factors linked to the development of ADHD in children. The main cause of the disease however is unknown. First of all, the disorder may be genetic. Research studies conducted on twins, families and adopted children have shown that the disorder is highly inheritable. There are specific gene variants that have been identified that are involved in dopamine neurotransmission. There has also been evidence of brain dysfunction in individuals with ADHD. The researchers have used several cerebral imaging studies such as functional magnetic resonance imaging and single photon computed emission tomography. Many of the results have indicated that the prefrontal cortex and basal ganglia are affected (Kuo and Faber, 582). Recent research studies have also indicated that children with ADHD have smaller cerebrum, grey and whit e matter volumes compared to non-ADHD children. The fact that pharmacological treatments especially stimulants have proved to be the most effective or superior treatments for ADHD also points to biological causes of ADHD. The stimulants increase the levels of extracellular dopamine. ADHD may also be caused by neuropsychological functioning. Various studies have shown that children with ADHD have specific and global deficits in comparison with non-ADHD children.Advertising We will write a custom research paper sample on Diagnosis and Treatment of ADHD specifically for you for only $16.05 $11/page Learn More There have been arguments that there may be psychosocial and environmental factors that increase the prevalence of the disorder. This is due to the fact that the condition has been identified more in the Western than non-Western countries. This has been contested by the fact that there is no evidence to suggest that the disease has become more prevalent. It is only that there have been higher cases of diagnosis and not prevalence. Controversies in ADHD Diagnosis The diagnosis of the disease is complicated by the presence of other co-morbid psychological disorders in addition to ADHD in an individual. These disorders have similar symptoms with ADHD such as social awkwardness, risk-taking characteristics and impulsive behaviours. These disorders include diseases such as Conduct Disorder and Oppositional Defiant Disorder. There is also lack of formal diagnostic criteria for older children and adults. Diagnosis therefore presents a huge challenge to the primary care and family practice physicians (Kube, Petersen, and Palmer, 462). There have also been concerns that there are high levels of over diagnosis of ADHD. There are several factors that could lead to over diagnosis of ADHD. First of all the physicians want to prevent the negative consequences associated with ADHD in the event of misdiagnosis. The drugs for treating the disorder a re also readily available in the market and thirdly there has been a lot of media coverage on ADHD and the pharmacotherapy treatment methods for the disorder. It has been argued that the stimulant drug companies have been using the teachers and physicians as their salespeople to aggressively sell the drug with their diagnosis. The companies are interested in making a profit. It has been estimated that the money brought in by the sale of stimulants is $670 Million annually. The tactics used by the ADHD drug company are also very alluring. They love mentioning the fact that famous people such as Einstein, Picasso and Michelangelo also had the disorder so as not to alarm the parents. There are also negligent parents who may not want to work hard and develop strategies to handle their children in these active ages. They want a way out even if it will involve the administration of drugs. These parents should be able to use alternative approaches to handle their children such as behaviour al therapy approaches, counselling for the family and parental advice.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It has also been argued that the current educational system is facilitated by children sitting for long periods of time just listening to the teachers. The passivity and conformity levels expected of a child causes him to be restless and inattentive after some time. Interestingly some of the symptoms associated with ADHD are behaviours that are basically prevalent in children at a certain age. They are forgetful and fidget a lot. Their attention spans are for a limited period of time. It is argued that a disease has been invented as an excuse for children failing to do their homework and chores at home. There could also be a challenge with the assessment procedures. When the physician is diagnosing a child, he is supposed to use multi-method approaches in order to ensure that the diagnosis is correct. There should be interviews with the child, teacher and parent. There should also be a review of the child’s school records and physical observation of the child for a suitable p eriod of time. Research studies have indicated that only 15% of the physicians use all the recommended approaches. Many of them only rely on the clinical interviews while others do not use the standard instruments in assessment (Sciutto and Eisenberg, 108). There is therefore a danger in misdiagnosing a gifted child as one having ADHD. Gifted children have similar characteristics with ADHD symptoms. They are usually intense when it comes to things such as relationships, sibling rivalry, responding to authority and mental tasks. They are also very hyper and restless. They tend to question the status quo a lot as they see numerous possibilities or alternatives. They are also very sensitive and easily moved to tears. It is a catastrophe when gifted and normal children are diagnosed with ADHD and put on medication. The qualities of gifted children are appreciated in business settings especially on technical tasks. It is sad that when such qualities are displayed in children it becomes a n issue that needs to be addressed. The gifted children could be restless as they wait for the other children to catch up. They should not be penalized. Treatment of ADHD The disorder is mostly treated by the administration of stimulants such as Ritalin (methylphenidate) in recommended doses. It addresses the condition by activating the central nervous system which includes the brain. It has been noted to reduce hyperactivity and impulsiveness. It also helps the children sustain attention in their school while being taught and doing their assignments. Due to the side effects associated with stimulants, researchers have advocated for other treatment methods that are natural in nature. A research study was conducted on children with ADHD across different ages, gender and income groups. There were two treatment strategies. Some of the children were engaged in green outdoor activities while the others were subjected to indoor and built outdoor activities. The results indicated that the green outdoor settings for after-school and weekend activities reduced the ADHD symptoms after considerable time regardless of the age, gender and socio-economic class of the children (Kuo and Faber, 582). The researchers argue that the symptoms of attention fatigue and ADHD are similar. Interestingly, ADHD is regarded as a disorder while attention fatigue is a temporary condition where once the person rests he will be fine. They therefore advocate for after-school and weekend activities in a naturalized settings where the children can get rejuvenated. Controversies in treatment of ADHD There have been controversies in the treatment of ADHD as several scholars are concerned with the high levels of stimulants being consumed by children. There is a perception that ADHD is being over diagnosed leading to high levels of stimulant consumption. Research conducted on Ritalin prescriptions in the 1990s showed that the prescriptions for the children aged between two and four years had triple d during this period (Zuvekas, Vitiello and Norquist, 580). The use of the stimulant had increased by over 6% in America during the same period. It is an area of concern since 6% of the people diagnosed with ADHD are very young children. There have been arguments that the stimulants do not have significant side effects in the children which have been refuted. There are research studies that have showed stimulants have side effects such as insomnia and anorexia. The stimulants are also being abused by teenagers. There are children and teenagers who are taking the drugs to enhance their cognitive performance yet they do not have ADHD (Mayes, Bagwell and Erkulwater, 155). This is dangerous as the possible long term effects of the stimulant abuse have not been fully investigated. Researchers are concerned with long term side effects such as cardiovascular effects, reduced growth rates and carcinogenic effects. There have also been arguments against the effectiveness of the stimulant dru gs in children by teachers. There are teachers who feel that the drug makes the children have a zombie look in their eyes. It has also been noted that at times the drug causes the children to become withdrawn and isolated. They are over-interested in tasks that are boring and non-inspiring. It is argued that the drug suppresses the part of the child’s brain that assists with creativity, energy and freedom. Different scholars have suggested consideration of different treatment methods that do not require stimulants. Conclusion The discussion shows that ADHD is a serious condition that affects the academic and social development of a child if not treated. The symptoms will cause more problems to the individual even later in life. Physicians should adequately diagnose otherwise there will be over diagnosis. Young children will be exposed to consistent doses of stimulants at a young age. There needs to be more research carried out on the use of adequate instruments in the diagnos is of ADHD. What mechanisms should be employed to ensure that the physicians carry out the assessments properly to prevent misdiagnosis and over diagnosis? There needs to be further research on alternative treatments of ADHD. Currently, stimulants have been found to be the most effective. More research also needs to be carried out on the diagnosis of ADHD in adults in order to address adults with social and employment challenges. Kube, David, Mario Peterson and Fredrick Palmer. â€Å"Attention deficit hyperactivity disorder: Comorbidity and medication use†. Clinical Paediatrics, 41(2002): 461-469. Print. Kuo, Frances and Andrea Faber. â€Å"A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence from a National Study.† American Journal of Public Health, 94.9(2004): 1580-1586. Mayes, Rick, Catherine Bagwell and Jennifer Erkulwater â€Å"ADHD and the Rise in Stimulant Use among Children†. Harvard Review of Psychiatry 16(2008):151†“166. Print. Sciutto, Mark and Michael Eisenberg. â€Å"Evaluating the evidence for and against the over diagnosis of ADHD†. Journal of Attention Disorders, 11(2007): 106-113. Zuvekas, Samuel, Benedetto Vitiello and Grayson Norquist. â€Å"Recent trends in stimulant medication use among U.S. children†. American Journal of Psychiatry, 163(2006): 579-585. Print.

Effective Praise Highlights Student Effort

Effective Praise Highlights Student Effort Praise works. In fact, educational research since the 1960s shows that students at every grade level and in every subject like to be praised for their work in the classroom. The empirical evidence from the research shows that praise can have a positive impact on both student academic learning and social behavior. Yet, as researchers Robert A. Gable, et al. note in their article Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited (2009)  in the Journal of Intervention in School and Clinic, Given the documented positive effects of teacher praise, it is puzzling why so many teachers make little use of it. In determining why praise in the classroom is not used more often, Gable et al. suggest that teachers may not have had the training through peer coaching, self-monitoring, or self -evaluating and may not feel comfortable in acknowledging positive pupil behavior consistently.   Another reason may be that teachers may not know how to deliver praise that is effective. Teachers may give general praise using phrases such as, â€Å"Great work!† or â€Å"Nice job, students!† General phrases are not the most effective way for teachers to give feedback in the classroom. General phrases are directed to no one or to no skill in particular. Moreover, while these general phrases may be nice to hear, they may be too broad, and their overuse may result in becoming humdrum.  Similarly routine responses such as â€Å"Awesome!† or â€Å"Excellent!† by themselves do not inform the student what specific behaviors brought about success. Arguments against generic praise given indiscriminately have been made by education researcher Carol Dweck (2007) in her article The Perils and Promises of Praise in Educational Leadership. The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn. So, what can make praise the â€Å"right kind†? What can make praise in the classroom effective? The answer is the timing or when the teacher gives praise. The other important criteria of praise are the quality or kind of praise. When to Give Praise When a teacher uses praise to acknowledge student effort in problem-solving or in practice, make the praise more effective. Effective praise can be directed to an individual student or group of students when the teacher wants to connect praise with a particular behavior. That also means that praise should not be given for trivial accomplishments or weak efforts by students such as minor task completion or the student completing their responsibilities. In making praise effective, a teacher should explicitly note the behavior as the reason for praise in as timely a manner as possible.  The younger the student, the more immediate the praise should be. At the high school level, most students can accept delayed praise. When a teacher sees a student is making progress, the language of encouragement as praise can be effective. For example, I can see your hard work in this assignment.You have not quit even with this tough problem.Keep using your strategies! You’re making good progress!You have really grown (in these areas).I can see a difference in your work compared to yesterday. When a teacher sees a student succeed, the language of congratulatory praise may be more appropriate, such as: Congratulations! You put in the effort to succeed.Look at what you can accomplish when you do not give up.I am so proud of the effort, and you should be too, about the effort you put into this. Should students succeed easily without effort, praise can address the level of the assignment or problem. For example: This  assignment was not as challenging for you, so lets try and find something that will help you grow.  You may be ready for something more difficult, so what skills should we work on next?  It’s great that you have that down.  Ã‚  We need to raise the bar for you now. After giving praise, teachers should encourage students to take advantage of this opportunity to offer a chance for reflection So when you have another assignment or problem like this, what will you do?  Think back, what did you do that contributed to your success? Quality of Praise Praise must always be connected to a process, rather than student intelligence. That is the basis of Dwecks research in her book Mindset: The New Psychology of Success (2007). She showed that students who received praise for their innate intelligence with statements such as â€Å"You are so smart† exhibited a â€Å"fixed mindset. They believed that academic achievement was limited on innate ability. In contrast, students who were praised for their efforts with statements such as â€Å"Your argument is very clear† exhibited a growth mindset and believed in academic achievement through effort and learning. Thus, we found that praise for intelligence tended to put students in a fixed mind-set (intelligence is fixed, and you have it), whereas praise for effort tended to put them in a growth mind-set (youre developing these skills because youre working hard). Of the two types of praise, Dweck notes, praise for student  effort such as â€Å"All that hard work and effort in completing the project paid off!† improves student motivation. One caution in praising, however, is to Make sure teachers are careful not to be inauthentic to inflate praise for students with low self-esteem. Critics have raised questions about the legitimacy of classroom praise, as rewarding trivial accomplishments or weak efforts. There may be some schools that do not support the use of evidence-based practices such as teacher praise. Additionally, at the secondary level, praise may also be received by students as drawing unwanted attention to an accomplishment. Regardless, there is no evidence to suggest that effective praise has a negative effect on students. Instead, effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class. Steps to Effective Praise Notice effort by the student(s).Make eye contact with the student(s).Smile. Be sincere and enthusiastic.Deliver praise to students in proximity, especially at the secondary level.Prepare for praise by deciding what to say that is specific to the task.  Describe the behavior you want to reinforce telling how you feel about it with specific comments like, Your thoughts were well organized in this essay.Keep records of successful efforts and praise so you can make connections in future assignments. Finally, and most importantly, importantly, do not combine praise with criticism. To keep praise separate from criticism, avoid using the word, but immediately after a compliment. All this can make praise effective in the classroom. Effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class.

Napoleon in egypt and his effect on education , newspaper ,edition, Essay

Napoleon in egypt and his effect on education , newspaper ,edition, military - Essay Example t the months Alexander spent in Egypt, from late October 332 till April 331, marked a psychological turning-point in his life." By right of conquest Alexander "became simultaneously god and king, incarnation and son of Ra and Osiris; he was Horus the Golden One, the mighty prince, beloved of Amen, King of Upper and Lower Egypt."2 Previously, in Macedonia, rumours of Alexander being the son of a God had circulated. His mother claimed his father was Zeus-Ammon and it was said that he had a ring as a token of this paternity. However, it was in Egypt for the first time "he learnt that he was in truth a god, and the son of a god. Greek tradition distinguished sharply between the two; Egypt did not."3 He was not merely the son of a God but a God. Over two millennia later another rising military and imperial star, Napoleon Bonaparte invaded Egypt. Like Alexander before him, Napoleon, for a host of diverse reasons, both personal and political, opportunistic and strategic, turned his eyes to the Nile delta. The campaign is regarded as one of his first defeats. However, while it may have been a failure militarily, and was followed by Bonaparte becoming First Consul, then Emperor, and it had profound consequences on European history beyond the military and strategic. The months Napoleon spent in Egypt cannot be described as a psychological turning-point in his life, as they were for Alexander. However, the fact of the matter is that, Napoleon departed for Egypt as a leading military leader and returned a candidate for Emperor. Militarily, the campaign was a defeat. The Army of Italy was shipped to Egypt and campaigned along the Nile. It won some battles and it lost some battles. Ultimately, Nelson destroyed the French fleet in Aboukir Bay and left the army stranded in Egypt. At this point Napoleon returned to France where he became First Consul. Critics argue he abandoned his army in Egypt. His advocates claim he returned to the seat of government to rescue the

Cross Cultural Transitions Research Paper Example | Topics and Well Written Essays - 3750 words

Cross Cultural Transitions - Research Paper Example Le Ly Hayslip then made up her mind to divert all her energy towards her career, to establish a restaurant and to supervise all the rental properties in her possession. After she had accumulated her assets, she made up her mind to support her own native land using the wealth she had acquired. She managed to set up medical clinics after establishing a foundation that was known as the east meets the west. In addition, Hayslip was determined to end the existing hatred and to heal wounds that had resulted from the war. The earlier war completely separated Hayslip whole family. One of her brothers lost touch with the family for 20 years after fleeing to Hanoi. Another brother lost his life in a landmine. Her father, on the other hand, received great pressure from the Viet Cong. They wanted him to take the initiative to persuade her daughter Hayslip to become a saboteur.In trying to understand, the real meaning of culture shock our reference mainly is the life and experiences of Le Ly Hays lip during her childhood and the early adulthood stages. She was forced by the then existing hostility and insecurity in her own homeland, Vietnam to seek for safety in different countries. In trying to link up the transition experienced by Le Ly Hayslip, culture shock meaning has to be well understood. Culture shock is the difficulty experienced by individuals when they are forced by certain circumstances to adjust to another culture that varies from that in their native land.... Out this marriage, Le Ly Hayslip bore a second son. Her main objective was to get an opportunity to move to America and she did a few years later. Her husband died after they had relocated to America and she remarried Dennis Hayslip in spite him being an alcoholic and abusive. Their marriage took place after Dennis Hayslip had assisted Le Ly’s sister to flee from Vietnam. However, after formalizing their union, their differences escalated and Hayslip filed for a divorce. Their marriage ended after the death of Dennis through carbon monoxide poisoning. Le Ly Hayslip then made up her mind to divert all her energy towards her career, to establish a restaurant and to supervise all the rental properties in her possession. After she had accumulated her assets, she made up her mind to support her own native land using the wealth she had acquired. She managed to set up medical clinics after establishing a foundation that was known as the east meets the west. In addition, Hayslip was d etermined to end the existing hatred and to heal wounds that had resulted from the war. The earlier war completely separated Hayslip whole family. One of her brothers lost touch with the family for 20 years after fleeing to Hanoi. Another brother lost his life in a land mine. Her father on the other hand, received great pressure from the Viet Cong. They wanted him to take the initiative to persuade her daughter Hayslip to become a saboteur. Hayslip father however, opted to commit suicide instead of yielding into the pressure. In trying to understand, the real meaning of culture shock our reference mainly is the life and experiences of Le Ly Hayslip during her childhood and the early adulthood stages. She was forced by the then existing hostility and

Erik Eriksons Developmental Theory Case Study

Erik Eriksons Developmental Theory Case Study Human Development This human development assignment will discuss an overview of Erik Erikson’s background, theory and his eight developmental stages. Then this assignment will briefly discuss Mr Paki’s developmental stage and his experience .e.g. physical, emotional, cultural and social. Later it will discuss the actions and the support to assist Mr Paki with his situation. Part (A) Erik Erikson was a psychologist who developed his psychosocial development theory in 1963. He was born in 1902 in Germany; his biological father abandoned him before he was born. Erik Erikson studied arts and many different languages and after he graduated he worked as a professor. Moreover, in 1930 he married Joan Serson who was an artist and dancer but later on she helped Erik with his psychosocial development theory. Erikson was influenced by Freud’s development theory but Erikson also believed that human develop throughout their life span. However, Freud believed that our personality formed after the age of five (Bradley, 2002). Erik Erickson developed eight stages of human development and he also believed that each person go through every stages throughout life span. In each stage, Erikson believed that, â€Å"people experience a  conflict  that serves as a turning point in development. In Eriksons view, these conflicts are entered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure (Cherry, 2014.† The first stage is Trust versus Mistrust (birth to 1 year) in this stage an infant develops trust when a parent response to his/her needs. However, it can also lead to mistrust when a parent is not responding to them. Second stage is Autonomy versus shame and doubt (1 to 4 years) in this stage, children are learning to gain self-confident. For example, toilet training, children are learning to control their body’s function which can lead to self-independence and control. But if children who are not completing this stage, they are most likely to lose their confident. Third stage is initiative versus guilt (4 to 8 years), in this stage children begin to show their power and control over the world through sports and other social interaction. If a parent started to demand too much discipline they induce extreme guilt (Berk, 2010, p.17). Fourth stage is industry versus inferiority (8 to 12 years) in this stage, children start to gain confident to work with their peers cooperatively but inferiority begins when a child is not receiving encouragement from their parents, teachers or students which can lead to failure in the future (Berk, 2010, p.17). Fifth stage is identity versus role confusion (12 to 20 years) in this stage, children are started to identify their role in the world. For example, children are trying to find a way to fit into the society by creating a strong identity with interacting with others and relationships. Moreover, confusion occurs when a child has conflicts about his/her role in society (Berk, 2010, p.17). Sixth stage is intimacy and solidarity versus isolation (20 to 30 years) in this stage, young people enters into intimacy relationships in which they let other people see their physical characteristics of their nature. But young adult may feel isolated when they unable to become closer to others (Berk, 2010, p.17). Seventh stage is generativity versus self-absorption and stagnation (30 to 60 years) in this stage; middle aged adults provide help to the next generation, take place in community work and help others. According to Erickson the idea of generativity is that middle age adult’s attempts to produce something that makes a difference to society, for instance. Some middle adults may feel stagnation if they are not able to take responsibilities (Berk, 2010, p.17). Eighth stage is integrity versus despair (60 years to death) in this stage, late adults or older adults reflect back at their accomplishments and life satisfaction. For example, People feel proud of their achievements when completing this phase with no or few regrets. But people who do not succeed in this stage, they will have many regrets and might that feel their life has been wasted (Berk, 2010, p.17). Part (B) According to Erik Erickson’s theory of development Mr Paki is experiencing eighth stage which is integrity versus despair (60 years to death) because he is 70 years old. Moreover Mr Paki is more likely to experiencing the physical, emotional, cultural and social changes in his life. Physical When people get to this age group(60 years to death) they are more likely to experiencing respiratory system problems and Mr Paki is 70 years old and he has a history of Emphysema and it could be because of smoking or ageism. He also has fractured his right his and his movements are very limited. Barbeler (2013) mentioned that in this age, â€Å"their joints become less elastic and flexible with the loss and calcification of cartilage. The loss of bone density particularly affects long bones and vertebrae. The curve of the lower back changes resulting in a change to the centre of gravity.† (p. 233) Emotional In this stage older adults becomes more selective about whom they choose to spend their time with. In Mr Paki’s situation, he has lost his confidence and ability to cope with activities because of his fractured hip but his whanau visit him regularly and give him the support he need. Moreover he could be concerned and depressed about his wife who is dealing with early dementia. Cultural Ethnicity and linguistic diversity are can often create problems in one’s culture. A person with a diverse cultural background who is ageing in a different environment can face with many challenges (Barbeler, 2013). According to the scenario Mr Paki is Maori and he is been sent to rehabilitation, lack of cultural interaction and communication problems can lead to isolation and feelings of alienation. Social Mr Paki has limited movements because of his fractured right hip and he has lost his daily activity moments because of this Mr Paki is likely to be experiencing loss of confidence in his ability. He might be feeling lonely because there is no interaction between with his friends or community. He might be experiencing depression because in his age group, this is a serious condition and it can be linked with a loss of independent function, cognitive impairment, poor response to rehabilitation and diminished recovery. Older patients face many challenges as they go through the last stage of Erik Erikson’s theory which could be because of their retirement, changes in health status or relationships with friends and family. A nurse should always listen to their patients instead of making assumptions about what patient’s value or what they aim for in their life (Barbeler, 2013). According to the scenario a nurse will put in place actions and support to under physical, emotional, cultural and social to assist Mr Paki. Physical To assist Mr Paki with his physical condition, as he has fractured his right hip, he has limited movement and Mr Paki had lost his confident to cope with activities of daily living (ADL’s) References Bradley, M.E. (2002). Psyography: Erik Erikson. Retrieved from: http://faculty.frostburg.edu/mbradley/psyography/eriker ikon.html Barbeler, C. (2013). Older adulthood. In Koutoukidis, G., Stainton, K., Hughson, J. (2013). Tabbner’s Nursing Care: Theory and Practice. (pp 230-248). China: Libby Houston. Cherry, K. (2014). Eriksons Theory of Psychosocial Development: Psychosocial Development in Infancy and Early Childhood. Retrieved from: http://psychology.about.com/od/psychosocial theories/a/psychosocial.htm

Goal Setting Theory Essay

The idea that human behavior is motivated and regulated by goals and aspirations has long been recognized by psychologists. Goal-Setting Theory can be traced back to Edwin Locke and Gary Latham; they elaborated on the basic notion of goal setting and have described how this drives behavior in organization. Goal-setting theory helps to explain individual differences in motivation and performance. Goals are defined as the desired outcomes in terms of level of performance to be attained on a task rather that the desire to take specific section (Muchinsky, 2005). It is thus a person’s intention to attain developed goals that can serve as a principal determinant of motivation. For instance, as a student I have a goal of attaining an A grade on this subject which would motivate me to study well and participate more in class in order to achieve my goal. According to Locke, goals have motivational value for three reasons which are: goals serve to direct and focus our attention particular direction; goals help us to maintain task persistence; and the existence of goals tends to facilitate the development task strategies. Attributes of goals that make them motivating are the difficulty, acceptance, specificity and feedback to motivate performance. It has been viewed that goals that are difficult are more motivating than easier goals. For instance, a salesperson is going to be more motivated if he has a goal of making $10,000 in commission, rather than a goal of $5,000. The second attribute is the goal acceptance, wherein a person would believe that he can attain a particular goal set to him or by him. Goals are much more motivating when they are specified in a particular level of performance, example, an individual must be able to sell 10 units of apartments in the next month rather than ‘be a good salesperson’ which is very vague motivation. Attaining a goal is often a hard process; thus it is important that employees receive feedback regarding their progress and once a goal is accomplished a pleasurable emotional state called job satisfaction will be experience. Principles of goal-setting theory has been a very influential approach and one of the most valid and practiced theories of employee motivation in organizational psychology.

Effect Of Sleep On Adolescents - 1131 Words

The notion that mood can affect performance of everyday tasks has been highly suggested by broad amounts of research such as the study done by Haack and Mullington at Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School in 2005, where they found that deprivation of sleep has a negative effect on mood regulation as well as the physical being of an adult (Mullington 2005). However, these studies cannot be applied to the adolescent person because of the differences of the maturity in the brain from an adolescent person to an adult person (Ryan 1992). The effect deprivation of sleep on adolescents’ mood may suggestion that school during the formative years should start later because students would be†¦show more content†¦Short and Luca studied the participants for three consecutive nights at the Sleep Laboratory of the Centre for Sleep Research, from four p.m. on the first day until eight p.m. fourth day (2015). What they found was that their analyses revealed depressed mood, anxiety, anger, confusion, fatigue, and energy were worsened after only one night without sleep when compared to the normal sleep pattern days, baseline days (Short and Louca 2015). Their research suggests that while mood worsens during the night, the participants’ mood didn’t seem to recover the following day; in fact, the mood seemed even worse about five a.m. and stayed low throughout the day (Short and Louca 2015). Short’s and Louca’s research suggests a surprising effect on adolescent females, as they showed a heightened sensitivity to mood deficits following the deprivation of sleep; particularly females had a significant elevation of anxiety and depressed mood after one night without sleep (2015). Short and Louca believe that this surprise may suggest that females are more affected than males to the deprivation of sleep on mood, which they believe may account for the higher amounts of anxiety and depressed m ood in adolescent females than that of adolescent males (2015). This study done by Short and Louca suggests a causal relationship between sleep deprivation and depression. It suggests that even by one night of being not well-rested for an adolescent plays a huge role in