5-2 dev
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files (4)5-2FinalProjectMilestoneTwo_DraftofTheoreticalFoundationsandDraftofProgramSelection.pdf
milestone1.docx
5-2MilestoneTwoGuidelinesandRubric.html.zip
- 5-2FinalProjectGuidelinesandRubric.html1.zip
5-2FinalProjectMilestoneTwo_DraftofTheoreticalFoundationsandDraftofProgramSelection.pdf
5-2 Final Project Milestone Two: Draft of Theoretical Foundations and Draft of Program Selection
For Milestone Two, you will submit a draft of your theoretical foundations and a draft of your program selection and sociocultural evaluation. For the draft of theoretical foundations, you will apply contemporary developmental psychology research and classic and contemporary theories to the selected developmental issue. For the draft of your program selection, you will research and select a program that targets the developmental issue selected in Milestone One.
For additional details, please refer to the Milestone Two Guidelines and Rubric document and the Final Project Guidelines and Rubric document.
milestone1.docx
Developmental Issue: Attention-Deficit/Hyperactivity Disorder (ADHD)
Your Name
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Professor’s Name
Date of Submission
Developmental Issue: Attention-Deficit/Hyperactivity Disorder (ADHD)
Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder that shows a high prevalence, affecting children and adolescents. This is defined as behavior that is inconsistent and repetitive and is noticed in children or even adults and has an impact on the children or their development. ADHD remains distinct from typical developmental disorders with regard to behavior and cognitive advancement in children as it is not in line with the developmentally expected standards.
Distinguishing Features and Diagnostic Criteria
ADHD is identified by several core symptoms: These are inattention, hyperactivity and Impulsivity. These symptoms are categorized into two main types of presentations: Basically, there are two subtypes, namely, the predominantly inattentive subtype and the predominantly hyperactive-impulsive subtype. The diagnostic criteria, as outlined in the DSM-5, include symptoms such as: The diagnostic criteria, as outlined in the DSM-5, include symptoms such as:
· For inattention: Some of the symptoms may include Careless mistakes when doing activities, which require prolonged concentration, not being able to pay attention, disregarding instructions when they are being given and failing to follow them, having issues in organizing tasks, avoiding tasks that demand a lot of concentration, losing items necessary in completing tasks, getting distracted easily and forgetting the details of daily activities.
· For hyperactivity-impulsivity: Sitting on the floor or other surfaces instead of on chairs, getting up and moving in conditions when it is expected to sit still, climbing instead of walking, using loud voices, not being able to play or participate in quiet activities, constantly moving, talking nonstop, answering questions and questions other people’s questions before being asked, having a tough time waiting for a turn, and interrupting people.
They are said to appear in childhood, specifically before the age of 12 years and; the symptoms manifest in at least two settings such as home, work or school and they significantly interfere with the individual’s social, academic or working ability. ADHD is not due to another mental disorder exclusively and can only be diagnosed by a qualified physician.
Impact Across Developmental Domains
ADHD affects various developmental domains: ADHD affects various developmental domains:
· Physical: Even though ADHD mainly affects behaviors and cognitive processes, it is understood that some children with ADHD may have co-morbidities like motor coordination issues.
· Cognitive: ADHD also influences how one manages daily tasks and behaves in different situations due to problems with working memory, and cognitive flexibility, and self-regulation.
· Affective: ADHD makes some children possessive, always angry or sad, moody, frustrated, and develop low self-esteem in school.
· Social: Based on both sample case studies and empirical research evidence, ADHD symptoms can impact social aspects of human lives and functioning. He or she may fail to pay attention to social signals hence enjoy rejection and end up being lonely every time they are among peers with other kids.
Population Affected by ADHD
ADHD is a serious neurodevelopmental disorder that is observed in various countries with a frequency of 5-10% among children. The disorder is more frequently diagnosed in boys than girls, with a ratio of about 2:1. Nevertheless, girl children especially are often missed for such diagnosis due to their subtle presentation in contrast to boy children where inattention is likely to be accompanied by hyperactivity.
Age Range
In most cases, the initial signs of ADHD begin to manifest within the ages of three to six years of age while the disorder is particularly common in school-going children. It is therefore important to look at methods to deal with the disease at its early stages in as much as possible to secure a better result.
Socioeconomic and Cultural Considerations
ADHD is universal in children and equally manifests in children of least-privilege families and of privilege; however, least-privilege children are more likely to experience severe risk factors such as substance exposure during pregnancy, exposure to lead, and early life stress than privileged children. This bibliography aims to demonstrate how cultural beliefs about mental health and learning disabilities may affect the identification and management of ADHD. In some cultures, people may consider mental diseases as taboo this may cause delays that may be required from the time that one is diagnosed till the time that the person is taken for treatment.
Sociocultural Impact
Field of Psychology
ADHD therefore plays a big role in the area of developmental psychology by encouraging extensive research in an endeavor to establish causative factors, best treatment measures to be taken and the future prospective of children diagnosed with this disorder. This condition of the child limits the abilities of psychologists to create adequate treatment options and coping strategies that can be employed in different contexts such as the school environment or other societal settings.
Communities and Organizations
This is because the condition affects many people and requires social and governmental attention and engagement across community and organizational sectors. To assist students with ADHD, schools employ both IEPs and 504 plans to facilitate the student’s education and ensure they do not fall behind due to their condition. ADHD can be effectively managed through community organizations such as awareness creation, reducing stigma, and providing necessary resources to affected families.
Prevalence and Awareness
ADHD is a name for a group of chronic developmental disorders characterized by years of impulsive, inattentive, and disruptive behaviors. The study reached by the CDC, states that around 6. Almost one million students in America are receiving the medical diagnosis of ADHD. This high prevalence can only underscore the need for prompt recognition and immediate treatment.
Several organizations are dedicated to promoting awareness and supporting individuals with ADHD, including Several organizations are dedicated to promoting awareness and supporting individuals with ADHD, including:
· Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD): Covers extensive information adopting an educational, advocacy, and support role for ADHD’.
· The National Institute of Mental Health (NIMH): Here are some of the features of this portal: Performs research and offers information on ADHD.
· The Attention Deficit Disorder Association (ADDA): It specifically targets the college and university adult ADHD population.
Conclusion
ADHD is a major developmental condition that manifests in children and Adolescents and whereby the behavior portrays inattention, hyperactivity and impulsive actions. The symptoms affect several areas of development namely, cognitive, affective and social. ADHD is known to affect mainly school-going children and symptoms are always noticeable with very high incidences being registered with boyish children. This paper has shown that the diagnosis and management of ADHD are influenced by the socio-economic status of the affected individuals as well as the cultural beliefs of the societies in which they live. It changed the basic understanding of developmental psychology and requires attention and support from the community and organizations to create the necessary awareness and means for persons affected by it and their families. To begin, it is important to know basic information about ADHD as well as about the diverse impacts of this disorder so that appropriate interventions may be appropriately designed and provided to children and adolescents.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Centers for Disease Control and Prevention. (2020). Data and statistics about ADHD. Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). (n.d.). About ADHD. Retrieved from https://chadd.org/about-adhd/
National Institute of Mental Health. (n.d.). Attention-Deficit/Hyperactivity Disorder (ADHD). Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd
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5-2MilestoneTwoGuidelinesandRubric.html.zip
Milestone Two Guidelines and Rubric.html
PSY 632 Milestone Two Guidelines and Rubric
Draft of Theoretical Foundations and Draft of Program Selection For Milestone Two, you will submit a draft of theoretical foundations (Section II of your final project) and a draft of your program selection (Section III of your final project), including all critical elements as listed below.
For the draft of your theoretical foundations (Section II), you will apply contemporary developmental psychology research and classic and contemporary theories to the selected developmental issue. You will examine the selected developmental issue through the lens of each of the core themes of nature vs. nurture, continuity vs. discontinuity, and stability vs. change. This section of Milestone Two should be one to two pages in length.
For the draft of your program selection (Section III), you will research and select a program that targets the developmental issue selected in Milestone One. It will be critical that you research the program at a high level to determine if there is enough research and data available to provide a full evaluation as required for the final project. It is highly advised that you review the program evaluation criteria in the rubric for the final project prior to completing this milestone. The nature of the program as a promotional, preventative, or prescriptive program should be clear and well supported by the information, and the selection criteria for an individual to become part of the program should be described in detail. A detailed review of the methods utilized by the program to meet its intended goals is required. The program selection includes an examination of which developmental theory provided the foundation for the development of the program and its methods. This should include a review of how well the program remains aligned or consistent with the foundational developmental theory, as well as the ways in which it may vary in its assessments and methods. In your response, consider which theory may better align with the elements that are inconsistent with the primary or stated developmental theory. This section of Milestone Two should be three pages in length.
Specifically, the following critical elements must be addressed in your milestone submission:
- Research and Theoretical Foundations: Apply contemporary developmental psychology research and classic and contemporary theories to the selected developmental issue.
- Analyze contemporary developmental psychology research in explaining the selected developmental issue. In other words, what does research have to say about the evolution of your selected developmental issue? Be sure to support your position with specific examples.
- Apply the three core themes of developmental psychology to the selected developmental issue.
- Where does the selected issue fall on the continuum of nature versus nurture? Be sure to substantiate your claims with specific scholarly research.
- Where does the selected issue fall on the continuum of continuity versus discontinuity? Be sure to substantiate your claims with specific scholarly research.
- Where does the selected issue fall on the continuum of stability versus change? Be sure to substantiate your claims with specific scholarly research.
- Program Selection: Identify an existing program that targets the selected developmental issue for prevention or treatment.
- Discuss the target of the program in terms of whether the program promotes healthy development, targets prevention of a developmental issue, or provides actual treatment for an issue. In other words, is the program promotional, preventative, or prescriptive?
- Determine the extent to which the assessment and treatment methods employed by the program address the selected developmental issue across diverse populations.
- What is the process for an individual with the selected developmental issue to be admitted to the selected program? What admissions policies or procedures might need to be considered in terms of cultural, ethnic, or socioeconomic standing?
- What methods are utilized by the program to provide intervention, health promotion, or treatment for the developmental issue with regard to cultural, ethnic, and socioeconomic sensitivity?
- Analyze the selected program’s methods for the developmental theory and research that you feel were chosen to serve as its foundation.
- Does the program clearly stick to the core concepts of the developmental theory in its approach to assessment? Be sure to substantiate your claims with specific examples and research.
- Do the treatment or intervention methods vary from what the developmental theory would support or recommend? Be sure to explain your rationale.
- How might the assessment, prevention, or treatment methods be aligned with a different developmental theory? Be sure to justify your position with research.
What to Submit
Students should provide a five- to six-page essay as a Microsoft Word document that thoroughly addresses the critical elements outlined above in APA format. No abstract is necessary, and title and reference pages will not be credited as part of the page count.
Milestone Two Rubric
| Criteria | Proficient (100%) | Needs Improvement (70%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Theoretical Foundation: Contemporary Research | Comprehensively evaluates contemporary research of development for its applicability to the origin of the selected developmental issue and supports position with scholarly evidence | Evaluates contemporary research of development but evaluation lacks detail or evidence is not scholarly or is missing | Does not evaluate contemporary research of development | 10 |
| Theoretical Foundation: Nature vs. Nurture | Accurately applies the core theme of nature versus nurture to the selected developmental issue and explains rationale | Applies the core theme of nature versus nurture to the selected developmental issue but with gaps in accuracy, or does not explain rationale | Does not apply the core theme of nature versus nurture to the selected developmental issue | 10 |
| Theoretical Foundation: Continuity vs. Discontinuity | Accurately applies the core theme of continuity versus discontinuity to the selected developmental issue and explains rationale | Applies the core theme of continuity versus discontinuity to the selected developmental issue but with gaps in accuracy, or does not explain rationale | Does not apply the core theme of continuity versus discontinuity to the selected developmental issue | 10 |
| Theoretical Foundation: Stability vs. Change | Accurately applies the core theme of stability versus change to the selected developmental issue and explains rationale | Applies the core theme of stability versus change to the selected developmental issue but with gaps in accuracy, or does not explain rationale | Does not apply the core theme of stability versus change to the selected developmental issue | 10 |
| Program Selection: Target of Program | Comprehensively discusses the selected program and accurately identifies as preventative, promotional, or prescriptive | Discusses the selected program but discussion lacks detail or does not accurately identify as preventative, promotional, or prescriptive | Does not discuss the selected program | 10 |
| Program Selection: Assessment and Treatment Methods | Comprehensively identifies the assessment and treatment methods utilized by the selected program to address the needs of diverse populations | Identifies the assessment and treatment methods utilized by the selected program, but with gaps in detail, or without regard to the needs of diverse populations | Does not identify the assessment and treatment methods utilized by the selected program | 10 |
| Program Selection: Approach | Explains whether the program’s approach to assessment aligns with core concepts of a developmental theory and substantiates claims with specific examples and research | Explains whether the program’s approach to assessment aligns with core concepts of a developmental theory, but does not substantiate claims with specific examples and research | Does not explain whether the program’s approach to assessment aligns with core concepts of a developmental theory | 10 |
| Program Selection: Vary | Explains whether the program’s treatment or intervention methods vary from what the developmental theory supports or recommends, and explains rationale | Explains whether the program’s treatment or intervention methods vary from what the developmental theory supports or recommends, but does not explain rationale | Does not explain whether the program’s treatment or intervention methods vary from what the developmental theory supports or recommends | 10 |
| Program Selection: Different | Explains how the program’s assessment, prevention, or treatment methods could be aligned with a different developmental theory, and justifies position with research | Explains how the program’s assessment, prevention, or treatment methods could be aligned with a different developmental theory, but does not justify position with research | Does not explain how the program’s assessment, prevention, or treatment methods could be aligned with a different developmental theory | 10 |
| Articulation of Response | Submission has no major errors related to citations, grammar, spelling, syntax, or organization | Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas | Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas | 10 |
| Total: | 100% |
