Behavioural problems are an important issue within the educational sector that draw attention from both the public and academic sphere. Attention deficit hyperactivity disorder (ADHD) is a major concern for teachers as those affected can display behaviours that are distracting, aggressive, and unsocial. This essay will examine ADHD in relation to a New Zealand context. First, an outline of ADHD will be given that includes its prevalence, etiology, and presenting behaviours. Predominant diagnostic methods will be explained alongside typical treatment methodologies. A discussion will then follow on the political and cultural influences that dictate ideological trends of thinking on ADHD. It is concluded that while individual choice determines the type of analysis and treatment used by teachers and medical professionals on a micro level, subsequent political and cultural conditions dictate the overall accepted knowledge surrounding ADHD on a macro level.
Table of Contents
1. Introduction
2. Prevalence
3. Etiology
4. Presenting Behaviours
5. Diagnosis
6. Treatment Methods
7. Discussion
Research Objectives and Themes
The primary objective of this assignment is to conduct a critical analysis of Attention Deficit Hyperactivity Disorder (ADHD) within the specific context of New Zealand, examining the intersection of clinical diagnostics, treatment modalities, and the broader socio-political influences that shape how the disorder is perceived and managed in an educational environment.
- Epidemiology and diagnostic criteria of ADHD.
- Analysis of multimodal treatment approaches, including pharmacological and behavioral interventions.
- The impact of capitalistic ideology and pharmaceutical influence on psychiatric discourse.
- Cross-cultural variations in the perception and management of ADHD symptoms.
- The professional role and responsibilities of educators in addressing ADHD within schools.
Excerpt from the Book
Treatment Methods
The type of treatment for ADHD is based on several variable factors: The dominant medical model within the country, prevailing classification theories present in the educational environment, and the cultural, ideological, and social constructs of the child, parents, and teachers (DuPaul & Stoner, 2003). In a New Zealand context, emphasis is typically placed on a multimodal approach, utilising medication and behavioural-based interventions (Ministry of Health, 2001). A description of both of these approaches is outlined below. Furthermore, because there is a wide range of theoretical styles, unique to individual and group preferences, several other methods will also be outlined afterwards: These are cognitive-behavioural, humanistic, and school-based interventions.
Pharmacological intervention has been shown to be effective in the management of certain ADHD symptoms, such as concentration, attention, and motivation (Purdie, Hattie & Carroll, 2002). Stimulants are the primary type of medication prescribed, with methylphenidate and dextroamphetamine being most widely utilised (Merck Manual, 2013). The response to these medications vary considerably, with dosage, tolerability to the drug, and severity of behaviour all having pronounced outcome effects. A recent meta-analysis by Prasad et al. (2013) concluded that the medications mentioned above show beneficial effects on children’s academic performance in the classroom, such as up to a 15% increase in school work completed and up to 14% more time spent ‘on task’. Whilst there is still debate surrounding the ethical prescription of long term medication for a condition, which some regard as socially constructed, as well as concern surrounding the clinical side effects of the medications, the Ministry of Health in New Zealand quotes a success rate of 70-80% for medication and advocates general support for their usage (Ministry of Health, 2001; Lerner & Wigal, 2008; Wilson, 2013).
Summary of Chapters
Introduction: This chapter defines ADHD as a chronic childhood disorder characterized by inattention and hyperactivity, noting its significant impact on the New Zealand educational sector.
Prevalence: This section examines global and local statistical variations in ADHD diagnosis, highlighting how inconsistent diagnostic criteria lead to discrepancies in reported rates.
Etiology: This chapter explores the multifactorial nature of ADHD, emphasizing that while genetics play a primary role, environmental and biological factors also contribute to the disorder.
Presenting Behaviours: This section details how ADHD manifests through academic underachievement and social difficulties, particularly regarding executive cognitive function impairments.
Diagnosis: This chapter outlines the standard medical and educational evaluations used to diagnose ADHD, including the DSM-IV-TR criteria and various teacher-administered screening tools.
Treatment Methods: This section provides an overview of various therapeutic strategies, ranging from pharmacological interventions to cognitive-behavioral and play-based therapies.
Discussion: This chapter critically analyzes how capitalist ideology and cultural constructs influence the medical and social response to ADHD in New Zealand.
Keywords
ADHD, New Zealand, Education, Diagnosis, Pharmacological intervention, Behavioral therapy, Multimodal approach, Capitalist ideology, Biomedical model, Prevalence, Etiology, Psychosocial, Cultural constructs, Executive function, Mental health.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper provides a critical analysis of how ADHD is understood, diagnosed, and treated within the New Zealand educational and social context.
Which key themes are explored in this analysis?
The paper focuses on the medical, cultural, and political influences on ADHD, specifically looking at how diagnostic trends and treatment preferences are shaped by society and industry.
What is the central research objective?
The goal is to understand how the biomedical model of ADHD interacts with New Zealand's specific educational policies and societal expectations.
What methodology is utilized to evaluate ADHD?
The author uses a critical analysis approach, reviewing existing clinical research, government guidelines, and sociopolitical literature to evaluate current practices.
What subjects are covered in the main body of the work?
The main sections cover the prevalence, causes (etiology), behavioral manifestations, diagnostic procedures, and a wide range of treatment methodologies including medical and non-medical approaches.
Which keywords best characterize this work?
The work is characterized by terms such as ADHD, New Zealand, biomedical model, multimodal treatment, and educational interventions.
How does the author characterize the role of pharmaceutical companies in ADHD treatment?
The author argues that capitalist interests and the influence of pharmaceutical companies significantly shape the dominant discourse and the preference for drug-based treatments.
Why is the New Zealand context unique in this study?
The New Zealand context is highlighted due to the government’s specific advocacy for a multimodal approach and the way local educational resources impact how teachers handle the disorder.
What is the author's final recommendation for teachers?
Teachers are encouraged to be aware of the "dominant discourse" surrounding ADHD to ensure they can find suitable, safe, and effective strategies for supporting students within the existing school environment.
- Quote paper
- Lee Hooper (Author), 2013, Attention Deficit Hyperactivity Disorder in New Zealand, Munich, GRIN Verlag, https://www.grin.com/document/262260
