Attention Deficit Hyperactivity Disorder (ADHD), the current diagnostic label for children and adults presenting with significant problems with attention, impulsivity and excessive activity is one of the most prevalent childhood psychiatric disorders (Barkley, 2014:3). This qualitative research study, situated at a school for children with ADHD, explores how involvement in Group Creative Music Therapy can promote social skills in six and seven year old children diagnosed with Attention Deficit Hyperactivity Disorder. Four weekly music therapy sessions were conducted with one class consisting of 10 students in the second grade. The class teacher was interviewed prior to and after the music therapy process and attended all music therapy sessions. An interesting component of this research was that the teacher was a music teacher who already had a wealth of experience of using music in her own life and with her classroom. The research data included interviews as well as video excerpts showing interaction between the children during music therapy sessions. The findings from the qualitative analysis of interview transcripts and video excerpts indicate firstly the value of music itself as a tool for promoting social skills. There were also many similarities between how the teacher and music therapist used music to benefit children socially, such as exposing the children to music from different cultures or using turn-taking or movement activities to encourage the children to work together. Secondly, this study also highlights the differences between the work of music therapists and music educators. The main differences include the distinctive aims, particularly in this study where the music therapist’s aim was the development of social skills and the teacher’s aim was music education - with social influences as an added benefit to the educational process. Based on their aims, music therapists and music teachers use alternate methods and ways of managing and drawing children in. The findings show how music therapy can influence the development of social skills in children with ADHD - as the music therapist uses specific clinical skills to help children engage freely and spontaneously with others, while also offering them new experiences of themselves and one another. Therefore, the findings also show helpful complementary relationships between music therapists and teachers, as music therapists can help teachers use tools and techniques from music therapy in their classes and teachers can also suggest certain music for therapists to utilise in therapy sessions. This study strongly advocates for both music education and music therapy, as the findings indicate that both fields are beneficial for this client group. / Mini Dissertation (MMus)--University of Pretoria, 2016. / Music / MMus / Unrestricted

Parents and educators are often the first to notice that a learner is not coping in the school setting and is displaying certain disruptive behavioural aspects associated with a diagnosis of ADHD. For many parents this behaviour and resulting diagnosis of ADHD comes as a shock and they do not understand where it originates from, how it manifests within each individual or how to manage these symptoms successfully. Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, neurodevelopmental disorder with no cure that can be identified according to the criteria laid out in the DSM-V (2013). Although no longer diagnosed as a learning disorder per se, ADHD is associated with several co-morbid conditions such as learning disabilities and psychological conditions that have a negative effect on learning (DSM-V, 2013:59). The goal of this study was to explore and describe the effect of Gestalt group work on the behavioural aspects associated with ADHD among adolescents in a school setting. Gestalt play therapy and in particular Gestalt group work, was employed in order to assist the adolescent diagnosed with ADHD in managing these disruptive behaviours. The research was conducted with adolescents in a secondary school in Gauteng. These adolescents were diagnosed with ADHD and were often singled out as being disruptive within the classroom. The population for this study was adolescents between the ages of 13 and 17 years, previously diagnosed with ADHD, who formed part of a specific school community. The researcher made use of non-probability sampling; specifically purposive and volunteer sampling. Seven adolescents were selected to take part in the quantitative research study, over a period of eight sessions (Strydom & Delport, 2011:392). The study was exploratory in nature and the type of research was applied research. The research design that was appropriate was the single-system design, seeing that this design enhances the link between research and practice (Strydom, 2011a:160). A standardised check list, the 'Current ADHD symptoms scale self-report' was used to obtain information by means of a pretest, mid-point and posttest measurement. This is a standardised measuring instrument that has been developed and tested through empirical methods of instrument development (Adler, Spencer, Faraone, Kessler, Howes, Biederman & Secnik, 2006). The data collected for this study was analysed statistically, through the univariate method of analysis. Computerised worksheets in Excel enabled the researcher to structure findings and to make the most valid and objective recommendations through organised interpretation of data collected (Fouchè & Bartley, 2011). Findings were presented graphically and illustrated in figures. All relevant ethical considerations were considered, for example participants provided informed assent, while their parents provided informed consent for the research to be conducted. Gestalt play provided for theme-based group sessions, assisting participants in recognising as well as mastering positive behaviour, as an alternative to the disruptive behavioural aspect of this condition. The research provided useful research data with regards to the use of both group work and Gestalt play techniques in assisting the adolescent with ADHD in addressing their disruptive behaviour. Gestalt group work as method of intervention seemed to have a positive effect on disruptive behaviour related to ADHD. The group as a whole had improved their behaviour for both the characteristics of ADHD. Behavioural aspects characterised by inattention, as well as hyperactivity and impulsivity for the group of respondents, had improved through the application of Gestalt play techniques. The group of respondents therefore perceived that they had benefited in terms of the improvement of these behavioural aspects of ADHD. It is recommended that educators, parents and caregivers be trained regarding ADHD in order to comprehend the nature of this disorder and the impact thereof on the learner and fellow learners in the classroom. Learners should become aware of their diagnosis, the symptoms and the disruptive element of their behaviour, the impact that this behaviour has in the classroom, as well as the resources available for the adolescent in addressing challenges. / Mini Dissertation (MSW)--University of Pretoria, 2017. / Social Work and Criminology / MSW / Unrestricted

ADHD syns inte utanpå men känns desto mer inuti, och idag är det allt fler vuxna som diagnostiseras. Samtidigt har det främst bedrivits forskning om ADHD inom den medicinska forskningen, och det saknas samhällsvetenskaplig forskning om diagnosen. Mycket av den forskning som finns idag kring ADHD belyser olika behandlingsformer och vad som händer rent kroppsligt, men det saknas forskning som belyser upplevelsen att få en ADHD-diagnos. Syftet med vår studie är därför att få en djupare förståelse för hur det är att diagnostiseras med ADHD i vuxen ålder, hur det är att leva med diagnosen samt vilket stöd individen upplever sig ha fått i samband med diagnostisering. För att besvara syfte och frågeställningar på ett optimalt sätt valde vi att använda oss av en kvalitativ metod, med fenomenologisk induktiv ansats. Som datainsamlingsmetod valde vi att intervjua fyra individer som samtliga har fått en ADHD-diagnos i vuxen ålder. Vi använde oss av semistrukturerade intervjuer och utgick från en utformad intervjuguide. Kvalitativ konventionell innehållsanalys valdes som metod för att analysera det insamlade materialet på ett förutsättningslöst sätt.  Resultatet visade att samtliga respondenter upplevde både positiva och negativa känslor i samband med att de fick sin diagnos. Resultatet visade även att samtliga respondenter blev erbjudna diverse hjälp- och stödinsatser i samband med diagnostisering, men att de även har fått erfara brister i vården som exempelvis väntetid och dåligt bemötande. Vidare visade resultatet att respondenterna upplever att ADHD-diagnosen hindrar deras funktionsförmågor på olika sätt, men att vardagen har förbättrats med hjälp av medicin och diverse strategier som de använder sig av. Slutligen visade även resultatet att samtliga respondenter upplever att det finns en stor okunskap kring ADHD i samhället samt att allmänheten har en synnerligen stereotyp och ensidig bild av hur en individ med ADHD är. Här ser vi ett behov av framtida forskning och föreslår studier kring arbetssätt och bemötande gentemot individer som har en ADHD-diagnos, vilket är av yttersta relevans för socialt arbete.

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The neonatally 6-hydroxydopamine (n6-OHDA)-lesioned rat has been the standard for 40 years, as an animal model of attention-deficit hyperactivity disorder (ADHD). Rats so lesioned during postnatal ontogeny are characterized by ∽99% destruction of dopaminergic nerves in pars compacta substantia nigra, with comparable destruction of the nigrostriatal tract and lifelong ∽99 % dopaminergic denervation of striatum, with lesser destructive effect on the ventral tegmental nucleus and associated lesser dopaminergic denervation of nucleus accumbens and prefrontal cortex. As a consequence of striatal dopaminergic denervation, reactive serotoninergic hyperinnervation of striatum ensues. The striatal extraneuronal milieu of DA and serotonin is markedly altered. Also, a variety of sensitization changes occur for dopaminergic D1 and D2 receptors, and for serotoninergic receptors. Behaviorally, these rats in adulthood display spontaneous hyperlocomotor activity, attentional deficits, and cognitive impairment-all of which are acutely attenuated by the psychostimulants amphetamine (AMPH) and methylphenidate (MPH) (i.e.,opposite to the acute effects of AMPH and MPH in intact control rats). The acute behavioral effects of AMPH and MPH in intact and lesioned rats are analogous to their respective acute effects in non-ADHD and in ADHD humans. The neurochemical template of brain, and behavioral series of changes in n6-OHDA-lesioned rats, is described in the review. Despite the fact that nigrostriatal damage is not an underlying pathophysiological process of human ADHD (i.e.,lacking construct validity), the described animal model has face validity (behavioral profile) and predictive validity (mirror of ADHD/MPH effects, as well as putative and new ADHD treatment effects). Also described in this review is a modification of the n6-OHDA rat, produced by adulthood partial lesioning of the serotoninergic fiber overgrowth. This ADHD model has even more accentuated hyperlocomotor and attentional deficits, counteracted by AMPH-thus providing a more robust means of animal modeling of ADHD. The n6-OHDA rat as a model of ADHD continues to be important in the search for new ADHD treatments.

For more than 50 years, heavy metal exposure during pre- or post-natal ontogeny has been known to produce long-lived hyperactivity in rodents. Global brain injury produced by neonatal hypoxia also produced hyperactivity, as did (mainly) hippocampal injury produced by ontogenetic exposure to X-rays, and (mainly) cerebellar injury produced by the ontogenetic treatments with the antimitotic agent methylazoxymethanol or with polychlorinated biphenyls (PCBs). More recently, ontogenetic exposure to nicotine has been implicated in childhood hyperactivity. Because attention deficits most often accompany the hyperactivity, all of the above treatments have been used as models of attention deficit hyperactivity disorder (ADHD). However, the causation of childhood hyperactivity remains unknown. Neonatal 6-OHDA-induced dopaminergic denervation of rodent forebrain also produces hyperactivity - and this model, or variations of it, remain the most widely-used animal model of ADHD. In all models, amphetamine (AMPH) and methylphenidate (MPH), standard treatments of childhood ADHD, typically attenuate the hyperactivity and/or attention deficit. On the basis of genetic models and the noted animal models, monoaminergic phenotypes appear to most-closely attend the behavioral dysfunctions, notably dopaminergic, noradrenergic and serotoninergic systems in forebrain (basal ganglia, nucleus accumbens, prefrontal cortex). This paper describes the various pharmacological models of ADHD and attempts to ascribe a neuronal phenotype with specific brain regions that may be associated with ADHD.

Excerpt:The prognosis of attention deficit hyperactivity disorder (ADHA) continues to "show heightened risk of multiple mental health and social difficulties as well as premature mortality in adult life" after nearly 50 years of primary pharmacological treatment. If the prognosis of ADHA is not changed by stimulants, then 2016 research that stimulants may cause cardiac arrhythmia and myocardial infarcation associated with subquent death in children younger than 17 years prescribed methylphenidate (MPH)^2 raises the question of whether stimulants should be used. Furthermore, a 2015 Cochran Review found 98.6% of ADHD randomized clinical trials could also have been considered high risk by using a stricter definition. ^3 Has medicalization and marketing of the diagnosis and treatment of ADHD become the basis of putting children at risk by using stimulants, especially in the United States?

Attention/deficit hyperactivity disorder (ADHD) affects a sizable number of children ages 4 to 17 and can be impairing into adulthood. Genetics are partly responsible, but research shows that psychosocial disparity and the interaction of select demographic factors significantly influence ADHD prevalence. There is limited research on the primary factors for an ADHD diagnosis in Hispanic elementary school-aged children. The purpose of this quantitative cross-sectional survey research was to determine the impact of disparity and interaction of psychosocial factors on an ADHD diagnosis. The research questions asked whether there was a relationship between the independent variables (mother's marital status, family income, insurance coverage, gender, age, Spanish spoken at home) and the dependent variable (an ADHD diagnosis) and whether the independent variables were predictive of an ADHD diagnosis. The theoretical framework was derived from Vygotsky and Bronfenbrenner who posited that an individual's culture influences development and a child's development is affected by the environment and external forces, respectively. Elementary school parents (N = 105) completed a self-administered survey to assess the independent variables' impact on an ADHD diagnosis. Data were analyzed using descriptive statistics, chi-square analysis, and binary logistic regression. Results showed males (23.8%) more likely than females to be diagnosed with ADHD. Results also found gender (p = .002) and age [X2(7) = 15.302, p = .032] to be significant overall, R2 = .31. These findings could result in positive social change by fostering awareness, early identification, and treatment of ADHD in Hispanic children and similar communities and may also decrease health care costs.

Research has shown a link between urban students' success in U.S. schools and the level of parental involvement. However, urban parents have historically low levels of engagement in their children's education. Increased involvement of urban parents in their children's education can increase student success in urban schools. The purpose of this generic qualitative research study was to understand the experiences of urban parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) who have participated in an online training program to learn about their children's learning disability. Self-efficacy, andragogy, experiential learning, and sociocultural theory were used as conceptual foundations to guide the research. The research question was what are the experiences and perspectives of urban parents of children diagnosed with ADHD who participated in an online training program designed to develop their understanding of their child's learning disability. Participants in this generic qualitative study were 8 parents who participated in an online training program for parents of children with ADHD. Data sources included semi-structured interviews. Data were analyzed using thematic inductive data analysis to identify patterns and themes. The key findings indicated that parents found the online training program helpful in understanding their children's specific learning needs and supported them to become more involved in their children's education. This study contributed to social change by providing insights into an innovative learning environment that advanced urban parent learning and fostered parental involvement in urban schools. Educational leaders can use this knowledge to encourage productive parental outreach programs for urban parents.

Questionnaires compromised of (a) a description of a child (either male or female) exhibiting attention deficit hyperactivity disorder (ADHD) behaviors (either predominately hyperactive/impulsive or predominately inattentive) and (b) 13 questions about the description were completed by 562 regular elementary education teachers in the state of Utah. The questions, which offered teachers a range of responses on a 5 point Likert scale, were designed to assess the extent to which the gender and behaviors of the child described affected the extent to which teachers were able to identify the child as being representative of a child with ADHD, teachers' attributional assumptions about the possible etiological causes and beneficial treatments for the child's difficulties, and teachers' perceived abilities to help the child. Results indicated that behaviors, but not the gender of the child described, significantly affected the teachers' abilities to recognize the child as being representative of someone with ADHD and significantly affected teachers' ratings of etiological causes for the child's difficulties. Neither behaviors nor gender significantly affected teachers' ratings of treatments. Behaviors, but not gender, significantly affected teachers' perceived abilities to help change the described child's actions, but did not significantly affect teachers' perceived abilities to help the described child become a better student. There were no significant interactions between behaviors and gender on any items. These results are discussed with an emphasis on the implications for school psychologists working with children with ADHD and their teachers within the context of the school system.