Psychology Professor's Advice: Understanding and Managing ADHD

This assignment addresses a university psychology student, John Doe, recently diagnosed with ADHD, offering advice and support to help him succeed academically. The response explains the neurological basis of ADHD, highlighting the roles of the prefrontal cortex, basal ganglia, and neurotransmitters like dopamine and noradrenaline in attention, impulsivity, and hyperactivity. It suggests strategies for managing ADHD symptoms, including seeking support from family, instructors, and mental health professionals. The advice also covers clinical treatments, stress management, and the importance of supportive activities to stimulate the student's potential. The response emphasizes the need for understanding and compassion from those around the student to foster a conducive learning environment and improve academic performance. This document is available on Desklib, a platform offering a variety of study tools and solved assignments for students.

[Type the company name]
PSYCHOLOGY
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
user
[Pick the date]

Dear John Doe,
Attention-deficit/hyperactivity disorder (ADHD) stands as a brain syndrome noticeable by a
continuing shape of inattentiveness and/or hyperactivity impulsivity those delays with
operational activities or enlargement.
Inattention indicates the symptom of a person, who walks off from the tasks or assignments
given to him lacks determination, has trouble in concentrating at a specific study. He would
remain unsystematic; and these complications are not attributable to disobedience or shortage of
understanding (Diehle, 2014).
Hyperactivity refers to the indication of an individual who appears to move around persistently,
as well as in circumstances wherein it is not suitable; or disproportionately jiggles, blows, or
discussions. In grownup person, it might be great agitation or tiring others out through
continuous actions (Karceski, 2016).
Impulsivity points out to the factors that craft a person to make swift movements that happen in
the instant without first discerning about them as well as that might require great possibility for
damage; or a wish for instantaneous rewards or else incompetence to defer enjoyment (Dickstein,
2018). An impulsive individual may remain socially disturbing and unreasonably interfere in
what others perform or make significant decisions without making an allowance for the long-
standing concerns (Schutte, N. & Malouff, 2012).
ADHD signifies a disorder which principally instigates in and distresses the intellect in diverse
methods. The brain controls and normalizes all physical accomplishments, conveying
responsibilities to different spaces within it (Karceski, 2016). As a result it can perform the
ensuing functions; specifically, getting sensory facts, commencement, presentation and
organization of voluntary and instinctive actions, control moods and feelings, and interactive
control, amid others. Treating as well as sharing of information through massive neural systems
is consequently an indispensable measure of usual brain functions. (Plaisance & Reydon, 2012).
This is reached by neurotransmitters which convey nervous stimuli crossways though “synapses”
to additional neurons. So this could affect the “emotions, learning, memory, and
motivation” linked to the class
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ADHD is connected with uncharacteristically low intensities of the neurotransmitters concerning
the prefrontal cortical zone as well as the basal ganglia that is, dopamine plus noradrenaline.
Dopamine is closely associated with reward centers in the brain, and also interacts with other
strong neurotransmitters to control mood. Lower dopamine levels consequently initiate the
person to search for the emotion of attaining prizes by other persons or resources (Schutte. &
Malouff, 2012).
The “prefrontal cortex” governs emotional replies, conduct and whatever is termed as judgment,
which agrees on the correctness of diverse actions, and unquestionably, consideration to the
current assignment which empowers persons without ADHD to perform routine responsibilities
without thoughtful and dedicated consideration to every single step of the mission (Karceski,
2016). It stands as the portion which devices, starts and finalizes actions on top of implementing
improvements, preventing obstructions by substitute activities, and consenting attentiveness on
the work at hand. The “basal ganglia” control thoughtless performance so as to stop unjustified
involuntary reactions to stimuli (Emmerling & Goleman, 2018).
Recommendations
You require supervision and compassionate feeling from your parents, families, and instructors
to grasp your full potential and succeed. Cerebral health specialists can instruct your
parentages concerning the disorder and by what means it distresses your household members.
They can also support you and to develop new talents, approaches, and methods of relating to
others. Your parents require supportive, and sustaining and hopeful activities to stimulate you.
Clinical treatments like Brain imaging might assist you to emerge out of the problem
Stress management might upsurge your aptitude to deal with prevention with the intention of t
responding peacefully to their child’s behavior to your conduct
Support teams might assist your parents to deal with your concerns.
Thanks
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References
Dickstein, D. (2018). Paying Attention to Attention-Deficit/Hyperactivity Disorder. JAMA
Network Open, 1(4), e181504. doi: 10.1001/jamanetworkopen.2018.1504
Diehle, J. (2014). Treating PTSD with Cognitive-Behavioral Therapies – Interventions that
Work. Cognitive Behaviour Therapy, 44(1), 85-85.
http://dx.doi.org/10.1080/16506073.2014.973441
Emmerling, R. J. & Goleman, D (2018). Emotional Intelligence - Issues and Common
Misunderstandings. Eiconsortium.org. Retrieved from:
http://www.eiconsortium.org/reprints/ei_issues_and_common_misunderstandings.htm
Karceski, S. (2016). Diagnosis of attention-deficit/hyperactivity disorderAbout
attention-deficit/hyperactivity disorder. Neurology, 87(22), e272-e274. doi:
10.1212/wnl.0000000000003393
Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work
with young children (Chapter 2). Victoria, Australia: Teaching Solutions
Plaisance, K. & Reydon, T. (2012). Philosophy of behavioral biology (1st ed.). Dordrecht:
Springer Science+Business Media B.V.
Schutte, N. & Malouff, J. (2012). Priming ability emotional intelligence. Intelligence, 40(6), 614-
621. http://dx.doi.org/10.1016/j.intell.2012.09.001
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