Transcript education 533

Development Behavioral Analysis For
Practicing Educators
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Attention deficit hyperactivity disorder (ADHD or AD/HD or ADD) is a
neurobehavioral developmental disorder. It is primarily characterized by "the coexistence of attentional problems and hyperactivity, with each behavior occurring
infrequently alone" and symptoms starting before seven years of age.
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ADHD is diagnosed two to four times more frequently in boys than in girls, though
studies suggest this discrepancy may be partially due to subjective bias of referring
teachers. ADHD management usually involves some combination of medications,
behavior modifications, lifestyle changes, and counseling. Its symptoms can be
difficult to differentiate from other disorders, increasing the likelihood that the
diagnosis of ADHD will be missed. Additionally, most clinicians have not received
formal training in the assessment and treatment of ADHD, particularly in adult
patients
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* C.H.A.D.D. (2011). Children and Adults with Attention Deficit Disorder [On-Line]. Available: http://www.chadd.org
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This site offers resources from the nation's largest ADD organization, Children and Adults with ADD. It gives
information on conferences, newsletters, legal rights and services for children with ADD, treatment information, and
parenting information and tips.
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Essex, N. L., & Schifani, J. (1992). Attention Deficit Disorder and the principal. Principal, 71(4), 30-32.
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This article explains the school administrator's role regarding AD/HD. Additionally, it explores several characteristics
of AD/HD children, ramifications of misdiagnosis, and some short examples based on prior litigation. Additionally, ten
guidelines for the classroom management of AD/HD students are given.
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Born and raised in Brooklyn, New York, Maslow was
the oldest of seven children. His parents were
uneducated Jews from Kyiv, Ukraine. He was slow
and tidy, and remembered his childhood as lonely
and rather unhappy, because, as he said, "I was the
little Jewish boy in the non-Jewish neighborhood. It
was a little like being the first Negro enrolled in the
all-white school. I was isolated and unhappy. I grew
up in libraries and among books.”
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He married his first cousin Bertha in December 1928.
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Many psychologists have made impacts on society's
understanding of the world. Abraham Maslow was
one of these; he brought a new face to the study of
human behavior. He called his new discipline,
"Humanistic Psychology."
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His family life and his experiences influenced his
psychological ideas. After World War II, Maslow
began to question the way psychologists had come to
their conclusions, and though he didn’t completely
disagree, he had his own ideas on how to understand
the human mind.
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He died of a heart attack on June 8, 1970.
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Born in Frankfurt to Danish parents, Erik Erikson's
lifelong interest in the psychology of identity may be
traced to his childhood. He was born on June 15,
1902 as a result of his mother's extramarital affair,
and the circumstances of his birth were concealed
from him in his childhood. His mother, Karla
Abrahamsen, came from a prominent Jewish family
in Copenhagen
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Following Erikson’s graduation from the Vienna
Psychoanalytic Institute in 1933, the Nazis had just
come to power in Germany, and he emigrated with
his wife, first to Denmark and then to the United
States, where he became the first child
psychoanalyst in Boston
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Erikson won a Pulitzer Prize and a U.S. National Book
Award for his 1969 book Gandhi's Truth, which
focused more on his theory as applied to later phases
in the life cycle.
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Erikson's greatest innovation was to postulate not
five stages of development, as Sigmund Freud had
done with his stages, but eight, and then later added
a ninth stage in his book "The Life Cycle Completed."
Erik Erikson believed that every human being goes
through a certain number of stages to reach his or
her full development, theorizing eight stages, that a
human being goes through from birth to death.
 http://www.tru
veo.com/search
?query=erik+erik
son
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Conduct disorder is a psychiatric category marked by a pattern of repetitive
behavior wherein the rights of others or social norms are violated.
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Symptoms include verbal and physical aggression, cruel behavior toward people and
pets, destructive behavior, lying, truancy, vandalism, and stealing.
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Conduct disorder is a major public health problem because youth with conduct
disorder not only inflict serious physical and psychological harm on others, but they
are at greatly increased risk for incarceration, injury, depression, substance abuse,
and death by homicide and suicide. The syndrome is not a single medical entity but
encompasses various forms of "major misbehavior". After the age of 18, a conduct
disorder may develop into antisocial personality disorder, which is related to
psychopathy. Depressive conduct disorder is a combination of conduct disorder with
persistent and marked depression of mood with symptoms such as loss of interest,
hopelessness, disturbances in sleep patterns and altered appetite.
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Collins, J. (2004). Conduct disorder. American Academy of Child and Adolescent Psychiatry, 33. Retrieved from
http://www.aacap.org.
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This was an informative article for families with children who have shown signs of defiance. There were several
factors that are indicative of CD alone- separating it from other disorders. The CD usually coexists with other
conditions creating difficult home life situations. Suggestions for behavior reform and possible treatment options
were also discussed.
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Jeter, L.V. (2010). Conduct disorder: are boot camps effective? Reclaiming Children and Youth, 19(2), 32-36.
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This article discussed what might happen after a child or adolescent is diagnosed with “conductive disorder;” and
placed into a boot camp. The article highlights the confusion, and the lack of evidence for these interventions being
effective; although they are a very popular intervention for children who suffer from this disorder.
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Suicide is the act of a human being intentionally causing his or her own death.
Suicide is often committed out of despair, or attributed to some underlying mental
disorder which includes depression, bipolar disorder, schizophrenia, alcoholism and
drug abuse.[1] Financial difficulties, troubles with interpersonal relationships and
other undesirable situations play a significant role.
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Over one million people commit suicide every year. The World Health Organization
estimates that it is the thirteenth-leading cause of death worldwide and the
National Safety Council rates it sixth in the United States. It is a leading cause of
death among teenagers and adults under 35. Rates of suicide are higher in men than
in women.There are an estimated 10 to 20 million non-fatal attempted suicides
every year worldwide.
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Lazear, K., & Rogganbaum, S. (2011). Youth Suicide Prevention school Based Guide. http://theguide.fmhi.usf.edu/
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The Youth Suicide Prevention School-Based Guide is designed to provide accurate, user-friendly information. The
Guide is not a program but a tool that provides a framework for schools to assess their existing or proposed suicide
prevention efforts (through a series of checklists) and provides resources and information that school administrators
can use to enhance or add to their existing program.
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Wilson, J., (2000). Suicide and Suicide Attempts in Adolescents. Committee on Adolescents , 105(4), 871-874.
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This article stated that suicide was the third leading cause of death in adolescent’s ages 15-24 years of age. It
discussed the risks of suicide in teenagers; some are depression, psychiatric disorders, family disruption, and chronic
or debilitating physical disorders. Depression is the highest leading cause of suicide in this age group. It gave
different recommendations on dealing and talking with adolescents when they are contemplating suicide.