Personal Action Plan

For this assignment, you will develop a Personal Action Plan for the client avatar in the attached document. Taking into account the client’s risk(s), diagnosis, psychosocial factors, and confidence in his/her ability to change, outline the specific steps you would implement to promote behavior change.

Goals: Select one behavior that your client would like to change, and list five S.M.A.R.T. goals that are specific, measurable, attainable, realistic, and trackable for behavior change. State how these goals can help improve the client’s mental/physical health and build confidence in reaching his/her goals. Consider ethical issues that you may encounter during the development of these goals.

Barriers: Assess psychosocial factors that may influence the client’s health, wellness, and treatment. Be sure to list physical, social, moral, cultural and/or economic barriers that may inhibit the client from achieving goals.

Strategies to Address Barriers: Apply three counseling techniques and three motivational interviewing strategies to help the client overcome barriers to change. At least one of the counseling techniques must be implemented in a group setting. Next, compare and contrast three behavioral change theories/models, and explain how these approaches can strengthen the client’s emotional and physical well-being. Support your response with at least three peer-reviewed articles from the attached annotated bibliography.

External Support: Discuss how you would incorporate the client’s family, spouse, or caregivers into the action plan. Next, identify three individuals to be a part of your client’s care team. Begin by assigning roles and tasks to each team member. State the method in which you will communicate with each other, and how frequently you will interact. Explain how you might engage an entire practice team in supporting the client from a systemic perspective. Cite at least one peer-reviewed source from the attached annotated bibliography.

Follow-up Plan: Describe how you will follow-up with the client to sustain healthy behaviors between visits and after termination. Recommend two social and/or environmental resources (e.g., peer-led groups, patient education classes) for ongoing support. Justify your recommendations with at least one peer-reviewed source from the attached annotated bibliography.

Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style.

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least five scholarly sources in addition to the course text.

Must document all sources in APA style.

Must include a separate reference page that is formatted according to APA style.

ADHD IN TWINS AND SIBLINGS

No matter what students get for a grade in Week 6, they must make significant improvements to their draft in Week 7. Here are a few suggestions, but please remember these are only examples.  I did not edit your address every item that needs improvement, I only provide examples to demonstrate areas that need the most attention.

* to improve paragraph structure, review the FEET model I describe in the APA Template I provided you in Week 1. Applying this information will help you create more effective, balanced paragraphs. For example, ending a paragraph with a citation usually means failing to provide a transition sentence. When a transition sentence is not provided, paragraphs are not linked together to provide an effective flow of the document.

* continue to develop your ability to write clear and concise sentences by deleting unnecessary words, combining sentences, and constantly and consistently rewriting sentences.

* you need to address APA Style rules including spacing, paragraph indents, and formatting the reference list.

* the articles were supposed to come from peer-reviewed psychology journals. This was an important part of the assignment.

Continue to improve this paper for Week 7 by using Graduate Online Writing Studio feedback, student feedback, feedback I gave you throughout this class, and carefully proofread your paper to make final revisions.  Doing these things will help you create a high-quality paper.  Try to do your best work!  This is what I will assume after you submit your final draft.

Dr. Dan

Running Head: ADHD IN TWINS AND SIBLINGS 2

Attention-Deficit Hyperreactivity Disorder in Twins and HOW Often Siblings are Affected or Diagnosed

Barbara Maclure

Dr. Daniel Kuchinka

Keiser University

ADHD In Twins and Siblings

Introduction

Attention-Deficit Hyperreactivity Disorder (ADHD) is also known as Hyperreactivity. This is a disorder that begins during childhood. According to studies, twins are more likely to acquire this condition than singletons. Besides, a child who has an identical twin with ADHD has got a higher chance of developing this disorder (Faraone & Larsson, 2017. The most common symptoms in this disorder include a continued inability to hear, the patient focusing on a specific task for a prolonged time, and the inability to control impulses. Children exhibiting this condition manifest these behaviors quite often and severely than their agemates. A person suffering from this hyperreactivity may experience difficulty in schoolwork, family life, personal tasks, or friendship. ADHD comprise one of the most known disorders during childhood. Furthermore, it is known to affect 3%-5% of school-aged children. ADHD is more prevalent in boy child than in a girl child (Burke & Loeber, 2015). Although the symptoms of this condition may disappear with advanced age, it can persist up to adolescence or even adulthood. It has been estimated that 2% of all adults’ exhibit ADHD.

Diagnosis

Diagnosis of this condition is difficult because many children are sometimes hyperreactive, inactive, and impulsive. In the diagnosis of this condition, experts make use of the guidelines that are listed in diagnostic and Statistical Manual and Mental Disorders. The guidelines provide for a child manifesting behavior that is typical of this condition before they reach the age of seven (Lenzi F., 2018). This behavior is expected to last for about six months and has to occur regularly as compared to other children of the same age. The behavior must also be exhibited in two or more settings, like at home or school, instead of just a single setting. There is an existing controversy over the diagnosis of this condition. In America, physicians diagnose ADHD than in any other country globally. Critics have adopted this discrepancy as part of the evidence to disregard psychologists as well clinicians in showing that children with this condition are naturally nuisance or active to parents and teachers (Langer, Garbe, & Tobias Banaschewski, 2015).

How Twins get diagnosed

Children and grown-ups with this condition consistently manifest various degrees of hyperreactivity, impulsiveness, and inattention. Inattention in this case means that those people who exhibit this condition have difficulty in focusing their minds on a single item. A good example is that such people may be quickly bored by assignments or a given task within minutes, may have trouble listening, may make mistakes out of carelessness, and may as well indicate instances of daydream (Jain R, 2016). Children may concentrate on one task that is not interesting. Hyperreactivity also involves a constant motion, which may seem like out of a motor influence. At school, children may fidget or touch things always, disturb their peers and talk in a constant waylaid manner, and may as well make other children impulsive, thereby making them act before they can think. In this case, they may make comments that are not appropriate. While in class, they may interrupt conversations and engage in activities that are likely to cause harm to them. Children who have this condition may as well manifest learning problems that are severe due to their inability to pay attention, follow given instructions, or incomplete assigned tasks.

Additionally, their aggressive behavior makes them unpopular with other children. Following this, children suffering from this condition are usually criticized by others and are always corrected by their parents and teachers, who unknowingly tend to think that such behavior is done intentionally. The child’s poor academic performance, poor social relations, and negative feedback may make develop low self-esteem and other emotional challenges (Jain R, 2016).

Causes

It is not yet known even to scientists about the causes of ADHD (Freitag, C. M., & Retz, W. 2010). Nonetheless, scientists have disregarded theories that were highly regarded and accepted before. One theory is that of undetectable brain damage or minor brain damage, which is a result of birth complications or due to infections. Another theory that has been used to explain ADHD is the consumption of refined food addictive or sugar that has been refined. Scientists disregarded this theory on the account that there was no evidence to prove that all the children with ADHD had benefited from food colorings or diets that restricted sugar. Many scientists as well have disregarded the allegation that poor parenting cased ADHD. The majority of the scientists believe that this condition is biological, and its primary cause is an abnormality within the brain (Jain R. 2016). Studies have shown that in people exhibiting ADHD, the part of the brain that regulates the attention span is much less active as compared to other people who do not have this condition. Another thing is that the condition seems to be prominent within families, thus not ruling out genetic factors.

Stephen and Henrick (2010) provide that after decades of research, genes have come to be known to play a very critical role in the attention of ADHD as well as the condition’s comorbidity with other range of disorders. Adoption studies and family and twin studies reveal that this condition runs in families, and has got a very high probability for inheritability, which stands at 74%, and which is motivated by the search for susceptibility ADHD genes. According to Deeann Wallis (2016), today, it is generally agreed that ADHD has got a primary genetic base as well as a biological one. Nonetheless, despite the identification of various candidate genes, none has been found to have a significant impact, and therefore this condition has remained erosive.

Treatment

Although there is yet to be a cure that is effective for ADHD, there exist a variety of treatments that may be of great assistance to children suffering from this disorder. They comprise of counseling, medication as well as training in social skills. The use of drugs in medication is the most usual form of ADHD treatment and may be useful in reducing the symptoms of this disorder. Doctors also regard stimulants as safe, although they may bring side effects like nervousness, loss of appetite, insomnia, or stomachache (Swarze, Allan, 2013). Drug therapy is known to cause a slow growth rate, but during adolescence, a state of normalcy is restored. It is recommended that children take these drugs during school time, and only take them during weekends when schools are closed, to reduce the adverse side effects likely to arise. According to Geoffrey and Loeber (2015), the program of Stop Now and Plan (SNAP)would help children in problem, and emotional solving skills, prosocial, and as well as reduce parental stress.

The use of therapies for treatment is highly encouraged. Counseling, for example, has been found to help children recognize as well as deal with negative feelings. Social skills may effectively assist children to recognize the way their behavior affects others, and consequently assist them in developing more appropriate behavior (Lenzi FC., 2018). Children who have ADHD may as well benefit from a select category of academic tutors who can lead them in breaking down assignments given in school into parts to address them efficiently. In this case, the results indicate that independent processes may result in effective behavioral outcomes, with specificity concerning the mechanisms that are related to different treatment results (Geoffrey & Lieber, 2015)

Conclusion

Twin and family studies on ADHD condition in both adolescents have manifested an active component that is heritable 60-80% for all cases reported. According to Retz and Clein, (2010), the rate of remittance or persistence of this disorder in an individual’s lifespan shows a heterogenicity of the condition which may as well be found to be made of attentive and the ADHD combination. There can be no conclusion that can be made regarding the general inheritance pattern as family studies, as well as twin studies reveal different inheritance modes (Retz & Clein, 2010). However, studies agree on integrating sex differences concerning the genetic risk of ADHD. The two studies as well agree on the role of the environment in shaping ADHD+CD, which is another subtype of the condition. Another subtype with genetic roots is persistent ADHD during adulthood, which is a solid genetically influenced subtype of ADHD. There are different criteria for diagnosis, depending on the environmental factors and scale methods. Research has been ongoing on how to understand ADHD etiology to understand this condition better and as well treat it. However, the specific causes of ADHD are yet to be known, thus slowing effective diagnosis and treatment.