ADHD

2015 ◽  
Author(s):  
Stephen P. Hinshaw ◽  
Katherine Ellison
Keyword(s):  
High School Students ◽  
Medical Condition ◽  
Pulitzer Prize ◽  
School Students ◽  
Misleading Information ◽  
Pharmaceutical Firms ◽  
Hyperactivity Disorder ◽  
Performance Enhancers ◽  
Effective Diagnosis ◽  
Adhd Medications

Rates of diagnosis of attention-deficit/hyperactivity disorder (ADHD) are skyrocketing, throughout America and the rest of the world. U.S. rates of youth diagnosis have increased 40% from just a decade ago. Adults with ADHD are now the fastest-growing segment of the population receiving diagnosis and medication. The disorder is painful and sometimes disabling for individuals and tremendously costly for society; yet, widespread misinformation, skepticism, and unanswered questions have jeopardized effective diagnosis and treatment. Researched and written by Stephen Hinshaw, an international expert on ADHD, and Katherine Ellison, a Pulitzer-Prize winning journalist and author, ADHD: What Everyone Needs to Know is the go-to book for authoritative, current, accurate, and compelling information about the global ADHD epidemic. This book addresses questions such as: • Is ADHD a genuine medical condition or a means of pathologizing active and exploratory behavior? • Do medications for ADHD serve as needed treatments, or are they attempts at social control, designed to bolster profits of pharmaceutical firms? • Has the ADHD label become a ruse by which parents can game the educational system for accommodations? • How do symptoms and impairments related to ADHD differ between girls and women and boys and men? • Why are ADHD medications often used as performance enhancers by college and high-school students? ADHD: What Everyone Needs to Know® clears the air of the most polarizing and misleading information that abounds, providing straight talk and sound guidelines for educators, policymakers, health professionals, parents, and the general public. It shows the reality of ADHD but does not ignore the forces that have pushed up rates of diagnosis to alarmingly high levels.

Changes in authenticity

2018 ◽  
pp. 312-323
Author(s):  
Erez C. Miller ◽  
Amos Fleischmann
Keyword(s):  
Social Media ◽  
Medical Condition ◽  
Medication Use ◽  
Sense Of Control ◽  
Online Forums ◽  
Hyperactivity Disorder ◽  
Internet Forums ◽  
The Cost ◽  
Adhd Medications ◽  
Medical Perspective

The use of medications for attention deficit hyperactivity disorder (ADHD) has been strongly debated because medications may alter the individual’s sense of authenticity. This chapter examines online forums that include young people’s experiences with ADHD medications, their sense of control over medication use, and the drugs’ effects on their sense of authenticity. It discusses the analysis of four Internet forums dedicated to ADHD issues using an ethnographic-discursive approach, and demonstrates that the results suggest there are two types of competing narratives—those of the young people, who express doubts about taking medications due to their effect on various psychological characteristics and especially on their sense of authenticity, and those of professionals, who uphold the medical perspective that regardless of the medications’ effects they are still the best option for treating ADHD. It covers how the clash between these two competing narratives resonates a more general struggle of people with disabilities for their rights. Finally, it discusses how social media echoes the struggle between individuals with disabilities and the establishment’s view of ADHD as a medical condition which should be treated accordingly, even at the cost of losing the individual’s authenticity.

Psychometric Properties of an Adolescent Version of the Barratt Impulsiveness Scale-11 for a Sample of Italian High School Students

2002 ◽  
Vol 95 (2) ◽  
pp. 621-635 ◽  
Author(s):  
Andrea Fossati ◽  
Ernest S. Barratt ◽  
Elena Acquarini ◽  
Antonella Di Ceglie
Keyword(s):  
High School ◽  
High School Students ◽  
Second Order ◽  
Self Report ◽  
Italian Version ◽  
School Students ◽  
First Order ◽  
Hyperactivity Disorder ◽  
Barratt Impulsiveness Scale ◽  
Confirmatory Factor

The purpose of this study was to extend the development of the Italian version of the Barratt Impulsiveness Scale for use with adolescents. The analyses which led to the development of this version were based on data from 563 high school students. The internal consistency was good (Cronbach a = .78), A confirmatory factor analysis identified six first-order factors which converged into two second-order factors, a General Impulsiveness factor and a Nonplanning Impulsiveness factor. The General Impulsiveness factor included motor and attention or cognition items. The second-order factors differed from those obtained with the adult Italian version as well as the American version. Possible reasons for these differences arc discussed. The new version correlated significantly with self-report measures of aggression and Attention-Deficit/Hyperactivity Disorder as well as with frequency of alcohol use and cigarette smoking.

scholarly journals Learning with a Beat: A Study on the Implementation of Students’ Music Interests in High School Humanities Curriculum

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Emma Huerta ◽  
Lisa Jones
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
English Language ◽  
Derived Categories ◽  
Pulitzer Prize ◽  
School Students ◽  
Research Survey ◽  
Content Analyses ◽  
High Achieving

From the first-ever Pulitzer Prize for a hip-hop album awarded to rapper Kendrick Lamar in 2014, to the development of entire websites dedicated to popular music analyses, music has become a form of accessible humanities-like education, as people listen to the deeper meaning within a song's beat. Contrarily, the traditional humanities education in today’s high schools has hardly seen change, if any at all, with student apathy rapidly rising. Thus, this research paper asks, "Can the music interests of high-achieving high school students be implemented in humanities-based curricula to combat apathy in learning? If so, how?" The study was conducted in a three-part mixed methods approach. First, an action research survey collected data on the favorite "thought-provoking" songs of high-achieving high school students from two high schools. Next, content analyses on the three songs most frequently mentioned by students were conducted based on humanities-derived categories– theme, rhetoric, and context. Finally, the content analyses were compiled into a hermeneutics-based survey for head teachers in the humanities (reading, English Language Arts, and social studies) departments at the schools. This study supports the general conclusion that the music interests of high-achieving students can be implemented into humanities-based curricula, in multiple ways, to combat learning apathy. The results of this study give a proven basis for reducing apathy in humanities-based learning with music, as the vast majority of students and teachers surveyed advocate for this implementation. Teachers’ reported interpretations provide a framework for new curricula that could improve students’ learning appeal and engagement.

scholarly journals Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder

2014 ◽  
Vol 6 (4) ◽  
pp. 264-278 ◽  
Author(s):  
Desiree W. Murray ◽  
Brooke S. G. Molina ◽  
Kelly Glew ◽  
Patricia Houck ◽  
Andrew Greiner ◽  
...  
Keyword(s):  
High School ◽  
Attention Deficit Hyperactivity Disorder ◽  
High School Students ◽  
Attention Deficit ◽  
School Students ◽  
School Services ◽  
Hyperactivity Disorder

scholarly journals Social deficits in high school students with attention-deficit/hyperactivity disorder and the role of emotion dysregulation.

2020 ◽  
Vol 35 (4) ◽  
pp. 233-242
Author(s):  
Courtney L. Cleminshaw ◽  
George J. DuPaul ◽  
Kristen L. Kipperman ◽  
Steven W. Evans ◽  
Julie Sarno Owens
Keyword(s):  
High School ◽  
Attention Deficit Hyperactivity Disorder ◽  
High School Students ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
Social Deficits ◽  
School Students ◽  
Hyperactivity Disorder
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