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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Oppositional Defiant Disorder

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Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
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Participant Modeling
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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Children, ADHD, and citizenship.

Elizabeth F Cohen1, Christopher P Morley

  • 1Department of Political Science, Syracuse University, Syracuse, New York, USA.

The Journal of Medicine and Philosophy
|March 3, 2009
PubMed
Summary
This summary is machine-generated.

Attention-deficit hyperactivity disorder (ADHD) diagnosis is controversial. This study examines how children's interests are overlooked in ADHD diagnosis and treatment, considering societal influences and potential biases.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Child Psychology
  • Social Psychiatry
  • Medical Ethics

Background:

  • The diagnosis of attention-deficit hyperactivity disorder (ADHD) faces significant controversy.
  • Concerns exist regarding the potential for children's interests to be secondary to adult and societal demands in clinical practice.

Purpose of the Study:

  • To critically examine the diagnostic and treatment processes for ADHD through the lens of children's citizenship.
  • To explore how societal pressures, parental and teacher expectations influence ADHD diagnosis, labeling, and treatment.
  • To analyze the disciplinary aspects and potential distributional pathologies arising from biased ADHD diagnosis.

Main Methods:

  • Qualitative analysis of existing literature and theoretical frameworks.
  • Application of Elizabeth Cohen's framework for children's citizenship.
  • Critical examination of the social and ethical dimensions of ADHD diagnosis.

Main Results:

  • Children's interests are frequently subordinated within the ADHD diagnostic and treatment paradigm.
  • Societal norms and adult expectations can override the child's perspective, leading to potential misdiagnosis or over-treatment.
  • Biased application of ADHD diagnosis can result in inequitable outcomes and "distributional pathologies."

Conclusions:

  • The current approach to ADHD diagnosis requires re-evaluation to prioritize children's rights and well-being.
  • A child-centric framework is essential to mitigate biases and ensure ethical clinical practice.
  • Addressing societal influences and potential diagnostic disparities is crucial for equitable child mental healthcare.