Discussion: The Use of Stimulants in the Treatment ADHD Stimulant medications ha
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Discussion: The Use of Stimulants in the Treatment ADHD
Stimulant medications have been used since the mid-1900s to treat ADHD. More recently, medical professionals recognize a degree of complicity in the development of addiction in many of their clients with ADHD in connection with the use of stimulant treatment medications such as dextroamphetamine, levoamphetamine, and methylphenidate. As members of medical treatment teams, mental health professionals recognize their responsibility to treat current clients who have developed this comorbid condition as well as to work to prevent future problems of addiction that might arise from use of stimulant treatment. Clients deserve encompassing, accurate information in order to sort through potentially mixed messages from medical professionals, school personnel, family members, and others. Mental health professionals can provide or point to educational materials to help clients make informed choices, provide information about alternatives based on sound research, and help monitor for misuse of potentially addictive medications (Preston, O’Neal, & Talaga, 2013).
For this Discussion, review the media titled “Attention-Deficit/Hyperactivity Disorder Counseling Session” and consider the medications a psychiatrist might prescribe to treat ADHD. Conduct an Internet search or a Walden Library search for at least one peer-reviewed journal article that addresses issues related to the use of stimulants for the treatment of ADHD as it relates to the client in the media program.
By Day 3
Post a brief description of the client’s current presentation in the media program. Choose a medication that a psychiatrist might prescribe to treat ADHD and explain in detail the major action, intended effects, neurotransmitters implicated in its use, and side effects. Explain why you think this medication might be the most effective for treatment. Explain how you might address any issues related to the use of stimulants for the treatment of ADHD. Justify your choice based on the client’s presentation and support your position with the Learning Resources and your journal article. Explain an alternative approach to treating ADHD.
Be sure to support your postings and responses with specific references to the Learning Resources.
ttention Deficit: Hyperactivity Disorder Counseling Session Program Transcript
[MUSIC PLAYING] TANYA: Oh! I used to have one of these action figures at home. That’s cool. Have you ever played Halo? How about Grand Theft Auto? That’s another one of my favorite games. Do you have any good games we can play here?
COUNSELOR: Well, Tanya, I love your energy. And I have this pink Play-Doh that has never been touched. And so I’m wondering if we could talk for a couple of minutes, and then maybe we could get to some games later. Would you like to give that a try?
TANYA: OK. Cool.
COUNSELOR: I’m going to get some, too. I think I’m going to get the other pink. And so you and your mom and dad and I met for a few minutes before. And we decided that it would be good for you and I to have some time together, just to spend time.
We can do some playing. We can hang out with each other and talk. And we can do Play-Doh. And so we can do all sorts of things.
But the thing I want you to know first, before we do anything else, is that what you say in here stays in here. It’s private. It’s our stuff we’re talking about.
Now, your mom and dad and I will have some conversations. But I won’t say anything about you behind your back to them. And I do have to let them know if you were going to do something dangerous. We would talk about that, obviously, but not that I think that’s the case. Does that make sense? So now, let’s talk about what kinds of things you would like to have better in your life.
TANYA: What do you mean?
COUNSELOR: Well, let’s say you had three wishes. And you can make three wishes, one about yourself, one about school, one about home. What would you like to have different?
TANYA: Can I wish for more wishes?
COUNSELOR: No, but that’s a very smart question to ask, because if you could, you would have wishes forever. So we have a limit on that. So it’s just really only three, one about you, one about school, and one about home.
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Attention Deficit: Hyperactivity Disorder Counseling Session
TANYA: Well, I wish I would never have any more homework. And I wish my parents would get off my case about playing too many computer games. And I wish I could be invisible and get away with whatever I want without annoying anybody.
COUNSELOR: Wow, that is a perfect response. So you’d get rid of homework. You’d make it so your parents wouldn’t be on your case about video or computer games. And you would be invisible. You could get away with anything.
So Tanya, I’m just interested. It sounds like you would use a whole wish—and you’ve only got three—on homework.
TANYA: Yep, no homework the rest of my life and my life would be way better.
COUNSELOR: Getting rid of homework would make your life better. And that makes me think maybe homework is pretty miserable and feels awful right now.
FEMALE SPEAKER: Yep. So poof. I make it disappear.
Attention Deficit: Hyperactivity Disorder Counseling Session Additional Content Attribution
Creative Support Services Los Angeles, CA
Dimension Sound Effects Library Newnan, GA
Narrator Tracks Music Library Stevens Point, WI
Signature Music, Inc. Chesterton, IN
Studio Cutz Music Library Carrollton, TX
Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.
Chapter 5, “Cognitive Enhancers” (pp. 65–74)
Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.
Chapter 23, “Child and Adolescent Psychopharmacology” (pp. 255-276)
Coker, T. R., Elliott, M. N., Toomey, S. L., Schwebel, D.C., Cuccaro, P., Emery, S. T., & … Schuster, M. A. (2016). Racial and ethnic disparities in ADHD diagnosis and treatment. Pediatrics, 138(3), e20160407.
Quinn, M., & Lynch, A. (2016). Is ADHD a “Real” Disorder?. Support For Learning, 31(1), 59-70.