Subjective
CC (chief complaint)
The patient is showing some issues with concentration and attention.
HPI
S. H. is showing some issues with concentration and attention. At the request of her mother and teacher, she was checked by a psychiatrist for mental issues. ADHD was suspected.
Objective
Diagnostic results
S. H. has attention-deficit/hyperactivity disorder, according to the case study and transcript data (ADHD). According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), it is one of the most prevalent disorders among school-age children. A persistent pattern of inattention, hyperactivity, and more extreme impulsivity than in children usually developing are the key characteristics of ADHD (Agnew‐Blais et al., 2022). These characteristics are linked to behavioral and intellectual challenges, which may make establishing and sustaining relationships difficult. In other words, having an ADHD diagnosis increases the number of academic and social risk factors in a student’s interactions at school.
Additionally, S. H.’s academic success and her instructors’ perceptions of her are impacted by ADHD. Numerous studies have been done on the value of solid bonds between instructors and pupils. A healthy student-teacher relationship (STR) is essential for learning since it establishes the basis for the student’s success (or failure). Nevertheless, despite the extensive studies, generally developed pupils have received most of the attention. High-quality connections can be especially crucial for persons who lack the skills to establish and sustain relationships independently, which may make this seem out of the ordinary.
S. H.’ ability to adjust to the school environment depends on her interaction with the instructors. Teachers and peers of students with ADHD must know ADHD symptoms and their possible effects on students’ academic and social functioning to prevent stigmatization, alienation, and decreased self-perception in such individuals. However, research indicates that most instructors are unaware of ADHD and how it could affect their pupils’ academic and social success. The ability of teachers to make interactional attributions to explain ADHD symptoms and to accommodate the unique characteristics of each student in interactions, with proportionate expectations within the classroom environment and in their interpersonal relationships, depends on their knowledge of ADHD.
The context of the school is more crucial in S. H.’ situation. When kids are expected to sit still, be quiet, and focus, ADHD symptoms are frequently brought on in these environments (Ewe, 2019). When kids attempt to accomplish this, their symptoms may worsen, harming their sense of themselves, self-esteem, and interactions with classmates and instructors. Low-structured settings like lunch and recess can also cause impulsivity and inattentiveness. These situations make it difficult for ADHD children to maintain self-control, especially as they frequently involve much physical activity, which fuels the students’ hyperactivity and inattentiveness. Behavior management techniques are generally unsuccessful, including harsh words, criticism, negative behavioral consequences, and lengthy verbal instructions. Negative interactions with the pupils so frequently operate as a trigger for solid emotions in interpersonal connections and those with ADHD, counteracting their intended effects. Instead, pupils tend to live up to greater expectations when professors interact sensitively and responsively with such students to support their achievement.
The effect of the STR on usually developing students’ social and intellectual success has been extensively studied, as was already indicated. According to this research, teachers grade students differently depending on their own and the student’s traits (Holland & Sayal, 2018). These ratings consequently impact the academic success and behavioral results of their kids. Students are acutely aware of their position within the school and how other students and instructors see them. This remark is supported by research, which states that all teachers should prioritize creating excellent STRs.
That view is in line with some who contend that teachers’ relationship skills are essential for the academic success of their pupils. Specifies this by highlighting the qualities of being “warm” and “demanding” while defining high-quality STRs. Together, these provide instructors who are interested in and active in the lives of their students access to emotional support as well as standards and expectations for academic accomplishment and proper behavior. In order to provide accessible learning, instructors’ comprehension of how their connections with their students impact students’ behavior and learning is crucial—relationships built on mutual trust, understanding, and respect encourage students’ accomplishments.
According to their findings, interactions between instructors and students with CP are less intimate and more contentious than those with usually developing pupils. It appears that this is particularly true for kids who have co-morbid CPs and CU. Furthermore, by the school year’s conclusion, students with low-quality STRs at the start of the year had greater levels of oppositional defiant disorder and more functional severe impairment (Mowlem et al., 2019). Problematic STRs frequently develop complex, which lowers academic success among students. In other words, externalizing activities among students frequently have a detrimental impact on the STR, leading to more disagreements and less closeness.
Assessment
S. has problems with concentration and memory, often loses things, and has a certain awkwardness in communication. These symptoms fit the description of attention-deficit/hyperactivity disorder.
Mental Status Examination
S. is quite polite and has no problem understanding social skills. However, she does feel a little uncomfortable. Apart from ADHD, she is a healthy child with no special problems related to her age. According to her mother’s description, the syndrome manifested itself after the start of schooling. This circumstance is extremely common and is common for schoolchildren with ADHD.
Differential Diagnoses
S. expresses no mental or physical weaknesses other than problems with attention and focusing thoughts.
Reflections
Given the age of the child, it can be assumed that without further treatment, S. may face other problems. In particular, the social discomfort caused by ADHD can lead to an anxiety disorder later in school. It is recommended not to resort to drug treatment at this stage of the development of the syndrome. Children with ADHD often benefit from behavioral therapy, social skills training, parenting skills training, and counseling, which can be provided by a psychiatrist, psychologist, social worker, or other mental health professional. Some children with ADHD may also have other conditions, such as anxiety or depression. In these cases, counseling can help with both ADHD and related problems.
References
Agnew‐Blais, J. C., Wertz, J., Arseneault, L., Belsky, D. W., Danese, A., Pingault, J., Polanczyk, G. V., Sugden, K., Williams, B., & Moffitt, T. E. (2022). Mother’s and children’s ADHD genetic risk, household chaos and children’s ADHD symptoms: A gene–environment correlation study. Journal of Child Psychology and Psychiatry, 63(10), 1153–1163. Web.
Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review.Emotional and Behavioural Difficulties, 24(2), 136–155. Web.
Holland, J., & Sayal, K. (2018). Relative age and ADHD symptoms, diagnosis and medication: a systematic review. European Child &Amp; Adolescent Psychiatry, 28(11), 1417–1429. Web.
Mowlem, F., Agnew-Blais, J., Taylor, E., & Asherson, P. (2019). Do different factors influence whether girls versus boys meet ADHD diagnostic criteria? Sex differences among children with high ADHD symptoms.Psychiatry Research, 272, 765–773. Web.