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A new understanding of Attention Deficit Hyperactivity Disorder: alternate concepts and interventions
- Author:
- YESCHIN Natalie J.
- Journal article citation:
- Child and Adolescent Social Work Journal, 17(3), June 2000, pp.227-245.
- Publisher:
- Springer
This article explores alternate concepts for increasing our understanding of the intra/interpersonal difficulties that are observed in those with Attention Deficit Hyperactivity Disorder (ADHD). Language theory in correlation with under inhibition of responses is explained, and demonstrates how those with ADHD are more vulnerable for developing intra/interpersonal struggles. Interventions are proposed that are behavioural and psychopharmacological, with a systems approach. Two cases are presented to illustrate how these treatment techniques translate into actual practice. All proposed interventions are aimed to address and anticipate the potential that individuals and families with ADHD experiences under inhibition of responses with accompanying, maladaptive intra/interpersonal functioning.
Stress behaviour and sleep problems in children with an intellectual disability
- Authors:
- RICHDALE Amanda, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 25(2), June 2000, pp.147-161.
- Publisher:
- Taylor and Francis
Sleep problems are common in children with an intellectual disability, and occur more frequently than in typically developing children. Problems usually include settling difficulties, long sleep latencies, night waking, and early morning waking. This paper reports a study of children's sleep problems, and their relationship with parent stress and coping, and child behaviour problems. Analysis showed that the presence of sleep problems was significantly associated with both the intensity and frequency of hassles, and the presence of behaviour problems.
You don't know what it's like: finding ways of building relationships with people with severe learning disabilities, autistic spectrum disorder and other impairments
- Authors:
- CALDWELL Phoebe, HOUGHTON Matt
- Publisher:
- Pavilion
- Publication year:
- 2000
- Pagination:
- 117p.
- Place of publication:
- Brighton
Drawing upon her extensive experience, the author illustrates methods of communication and helps readers and staff to set aside their own sense of what ‘reality’ is. This enables them to enter the worlds of others who are struggling to interpret and respond to sets of sensory perceptions different to those we experience in our ‘normal’ world. The key approach in this book is to work creatively, based on an understanding of what a person is experiencing and what it is their behaviour is trying to tell us. The text raises questions about what messages an individual is getting from the world they live in and which of these has meaning for them.
Reasons and remedies
- Author:
- SIMS Patricia
- Publisher:
- Mortimore
- Publication year:
- 2000
- Pagination:
- 158p.,bibliog.
- Place of publication:
- Barnstaple
Aims to help parents and professionals understand problems and disabilities in children. Argues for a holistic view of social and learning difficulties, with anxiety as a common factor in these syndromes. Examines avoidant personality disorder, speech and language difficulties, challenging behaviour, dyslexia, hyperactivity and autism and concludes that these conditions are inter-related and can only be understood with reference to the child's personality traits. Provides suggestions for appropriate interventions.
Special educational needs: draft code of practice
- Author:
- RIMINGTON Helen
- Journal article citation:
- Childright, 171, November 2000, pp.10-11.
- Publisher:
- Children's Legal Centre
A new special educational needs (SEN) code of practice is due to be introduced in September 2001. A draft form has been published for consultation. This article examines the new form of the SEN code and looks at the main changes. The principles of 'working in partnership with parents' and 'pupil participation' are at the forefront of the new code. Further changes include the descriptions of categories of SEN, alteration to the school based stages of provision and more detail on the role of the SENCO.
Group treatment for dually diagnosed adolescents: an empowerment-based approach
- Authors:
- LEE Mo-Yee, GAUCHER Richard
- Journal article citation:
- Social Work with Groups, 23(2), 2000, pp.55-78.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The study evaluates an empowerment-based group treatment programme for mild or moderate developmentally handicapped adolescents between the ages of 12 and 18 who have a diagnosis of behavioural or psychiatric disorder. The framework was built around the concept of social competency, mastery and empowerment. Findings of the study indicated significant improvements in the social skills of dually diagnosed adolescents based on members' and parents' evaluations. In addition, staff's rating of parental participation was significantly associated with parents' evaluation of positive outcomes in their children. Implications of the study for treatment and research of dually diagnosed adolescents are discussed.