Public Health Assignment (Doc)
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Added on 2020-04-15
Public Health Assignment (Doc)
Added on 2020-04-15
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Running head- PUBLIC HEALTHGrant proposal for music intervention to treat children with ADHDName of the StudentName of the UniversityAuthor Note
1PUBLIC HEALTHProposal topicApplication of music intervention for the treatment of Attention deficit hyperactivitydisorder among 14-17 year aged children in Australia.BackgroundAttention deficit hyperactivity disorder ADHD is a neurodevelopmental disorder, primaryfound in children, characterised by inattention and impulsivity or hyperactivity that interfereswith their development and functioning. It was initially known as Hyper Kinetic Disorder. Themost common characteristic features of HKD were overactivity, restlessness, distractibility andshort attention span while completing a particular task Cahill et al., 2012. ADHD wasspecifically characterised by the DSM-R criteria during the late 1980s and consideredhyperactivity as the most consistent feature (Polanczyk et al., 2014). ADHD can be categorisedinto three types that are mentioned below:Predominantly inattentive typeCombined typePredominantly hyperactivity and impulsive typeThe common symptoms of ADHD create subsequent difficulties for children to learn,socialise, maintain interpersonal relationships and manage behaviour. Disagreements existregarding the number of people who are affected. Globally, ADHD is reported to be presentamong 4.6 million children, belonging to the age group of 4-17 years (Efron, Davies &Sciberras, 2013). It is thought to be prevalent among 6.8% children in the Australian community(Al-Yagon et al., 2013). Furthermore, data from the National Survey of Mental Health andWellbeing suggest an 11% prevalence of ADHD among adolescents in Australia. Approximately
2PUBLIC HEALTH0.5% children belonging to that age group had been prescribed stimulant medications during2006-2007, for treatment of the disorder (Whitely, 2012). Repeated manifestation of aggressivebehaviour reduces self-esteem, increases chances of academic failure and school dropouts amongsuch children. Recent studies provide evidences that suggest the effectiveness of music therapyin increasing attention, focus, strengthening of social skills and reducing hyperactivity amongADHD children (Moffitt et al., 2015). Recent data suggests that volume and musical distractions exhibit enhancing effects ondevelopment of cognitive skills among those children (Smith et al., 2013). The studies suggestthat music therapy leads to an increase in the dopamine levels of the brain owing to sharednetworks with essential cognitive processes (Jang et al., 2013). This results in enhancement ofattention, memory, and executive functioning. Therefore, it can be deduced that music therapyaffects the physical, mental, emotional, social, spiritual and aesthetical aspects of a person andhelps in improving their mental health.Goal of the projectThe purpose of the grant proposal is to support children and adolescents with ADHD,who face behavioural and mental issues at home settings or schools that impacts their self-confidence and learning capabilities. The proposal intends to increase attention, improvecognitive skills and reduce hypersensitivity with the use of musical therapy among children aged4-17 years, suffering from ADHD in Australia. Literature reviewThis review of literature will discuss about the prevalence, cause and symptoms ofADHD along with the effectiveness of the proposed intervention to reduce the symptoms and
3PUBLIC HEALTHbring about positive behavioural changes among children. Numerous studies have beenconducted on ADHD in order to understand the effects of music on the cognitive performance ofhyperactive children. Several randomised controlled trials have found music therapy to be aneffective intervention for ADHD. An RCT recruited 235 children of whom 114 were subjected tomusic therapy and 121 formed the control group. An analysis of the Complier Average CausalEffect estimation method (CACE), showed promising effects among the sample in regards to rateof reading correct words per minute, phonological awareness and secondary outcomes (Cogo-Moreira et al., 2013). Another study randomly assigned 29 children, aged 4 years to visual art and musicclasses and determined the effects of music education on development of cognitive skills. Apartial replication attempt that compared no-treatment control to groups where music traininghad been conducted showed no significant improvements in cognitive skills (Mehr et al., 2013).The positive effects of music therapy on social interaction improvements were supported byanother study that recruited 23 children with severe cognitive disabilities of whom, 12 childrenreceived family-centered music therapy. An improvement in social interaction was observedamong the children who were subjected to the therapy. However, there was lack of improvement in general social responsiveness or languageskills (Thompson, McFerran, & Gold, 2014). Another systematic review also investigated theimpact of musical experiences on the neural structures associated with emotional regulation andfound that activation patterns in the brain when subjects listened to preferred and familiar music(Moore, 2013). Thus, it can be stated that several evidences exist that confirms the effectivenessof musical intervention. This forms the basis of the grant proposal.
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