Increasing Education of ADHD Therapies for Pediatric Nurses Research Paper

Increasing Education of minimal brain dysfunction Therapies for Pediatric Nurses - Research study ExampleThe treatment methods largely adopted argon based on medication which has been found to gain mild to extreme effects on the users. These side effects have endangered the life of the users even though they have had a somewhat commendable effect on the individual in attentiveness to the condition. Personally, I have had a chance of attending to an ADHD patient, a 12 year doddering child who had been placed with me for adoption. The child was diagnosed with ADHD four years ago and has since been on medication and no other complimentary interventions have been initiated to treat the disorder. Being in this situation has prompted me to delve deeper into finding an pass over solution in the treatment of ADHD. Through sufficient and quality research a workable and good means of treating ADHD can be arrived at, one that has minimum effect on the individual. In a bid to accomplish this task, this paper allow start with an in depth review of ADHD including material statistics, medication, effects of medication, non-medication therapies and their effectiveness in treating ADHD. This will be followed by a look at a viable solution to the ADHD problem and an evaluation of the present obstacles to implementing this solution. In conclusion, it is expected that this study will have availed a new way through which ADHD can effectively be handled with minimal effects to the individual. Literature review The Centre for Disease Control and barroom (CDC) estimates that there are 5.2 one thousand million children aged 3-17 that have already been diagnosed with ADHD in United States. This means that 8.4% of all children have been diagnosed with ADHD (Centre for Disease Control and cake 2012). This points to increased diagnoses as a decade earlier lower range had been reported with the overall diagnoses at the time being 6.9%. Based on gender, reported diagnoses indic ate that boys are much more affected than girls, boys ADHD prevalence increased from 9.9% in 2000 to the current level of 12.3%, for girls the govern in 2000 was 3.6% and this has also increased, though in a lesser magnitude to 5.5% (Centre for Disease Control and Prevention 2012). Another notable variable in the prevalence of ADHD is income levels, in 2000 the prevalence straddles were the uniform across all income groups, but presently the prevalence has increased among children in low income families (100%-199%) as compared to families with income greater or equal to 200%. Lastly, ethnicity also seems to be a notable variable, in 2000 the prevalence rate among non-Hispanic white children ranged from 8.2%-10.6% while that of non-Hispanic black children ranged from 5.1%-9.5% indicating a higher prevalence among non-Hispanic white children (Centre for Disease Control and Prevention 2012). These variations seem to have presently leveled out within non-Hispanic white, and non-Hispa nic black groups. Treatment for ADHD has proceeded on twain fronts biological and psychosocial interventions. Typically, the goal of biological treatments is to reduce the childrens impulsivity and hyperactivity and to improve their attention skills (Barlow & Durand, 2009). Psychosocial treatments generally focus on broader issues such as improving academic prowess, decreasing troublesome activities, and improving social skills. Although these