7-2 dev
jan29
2 years ago
1
files (5)7-2FinalProjectMilestoneThree_DraftofSocioculturalEvaluationandDraftofProgramEvaluation.pdf
Milestone11.docx
7-2MilestoneThreeGuidelinesandRubric.html.zip
- Milestone2-.docx
- 7-2FinalProjectGuidelinesandRubric.html1.zip
7-2FinalProjectMilestoneThree_DraftofSocioculturalEvaluationandDraftofProgramEvaluation.pdf
7-2 Final Project Milestone Three: Draft of Sociocultural Evaluation and Draft of Program Evaluation
For Milestone Three, you will submit a draft of your sociocultural evaluation and a draft of your program evaluation. The Sociocultural Evaluation requires you to examine the selected program's ability to be utilized across a diverse population. The goal is to collect information, present your findings, and receive feedback on how to improve each section for your final submission.
For additional details, please refer to the Milestone Three Guidelines and Rubric document and the Final Project Guidelines and Rubric document.
Milestone11.docx
Developmental Issue: Attention-Deficit/Hyperactivity Disorder (ADHD)
Sule Umit
Professor: Michael Gontarz
PSY-632-X4301 Developmental Psychology 24TW4
05/28/2024
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
1
7-2MilestoneThreeGuidelinesandRubric.html.zip
Milestone Three Guidelines and Rubric.html
PSY 632 Milestone Three Guidelines and Rubric
Draft of Sociocultural Evaluation and Draft of Program Evaluation For Milestone Three, you will submit a draft of your sociocultural evaluation (Section IV of your final project) and a draft of your program evaluation (Section V of your final project), including all critical elements as listed below.
The draft of your sociocultural evaluation (Section IV) requires you to examine the selected program’s ability to be utilized across a diverse population. This should include an examination of the original population utilized to develop the program. This submission should include any additional research you’ve conducted to demonstrate or support the program’s effectiveness with diverse populations, and a general analysis of any strengths and weaknesses across the program’s foundational theory as it pertains to sociocultural effectiveness.
In the draft of your program evaluation (Section V), you will evaluate the program you selected in Milestone Two in four critical areas: core developmental psychology themes; use of contemporary theories of development; impact of sociocultural influences on the communities and organizations using the program; and the program’s ability to address typical or atypical development in children and adolescents across the physical, cognitive, and affective and social domains. In this section, you will also consider program effectiveness in regard to prevention, assessment, and intervention strategies based on the type of program, as well as contributions the program makes to future research and treatment.
Please keep in mind that Milestone Three will function as a rough draft for these sections of your final project. The goal is to collect information, present your findings, and receive feedback on how to improve each section for your final submission.
Specifically the following critical elements must be addressed in your milestone submission:
- Sociocultural Evaluation: Critique current assessment and intervention strategies utilized by the selected program for their applicability across diverse populations for improving clinical sensitivity to the individual client context.
- Identify the population that was originally utilized for program development in terms of cultural, ethnic, gender, and socioeconomic indicators.
- Was the program developed to address a specific population or group with respect to cultural, ethnic, gender, and/or socioeconomic indicators?
- In what geographic regions has the program been deployed and studied for data collection?
- What impact might the process of regional and sociocultural population have on the program?
- Analyze the effectiveness of assessment and intervention strategies across different cultural or ethnic groups.
- What methods were utilized to examine the effectiveness of assessment or intervention strategies across different cultural or ethnic groups?
- What strengths of the selected program are apparent regarding the effectiveness to provide assessment and intervention strategies across sociocultural groups?
- What limitations or concerns of the selected program are apparent regarding the effective provision of assessment and intervention strategies across sociocultural groups?
- Identify the population that was originally utilized for program development in terms of cultural, ethnic, gender, and socioeconomic indicators.
- Program Evaluation
- Analyze the selected program with regard to the core developmental psychology themes (nature vs. nurture, continuity vs. discontinuity, and stability vs. change).
- Which of the core developmental themes in psychology are reflected in the selected program? Explain.
- Given the identified core developmental themes reflected in the program, where on the continuum of each would the current program lie and why?
- Evaluate the selected program for the use of contemporary theories of development for key factors that impact child and adolescent development with regard to prevention, assessment, and intervention strategies. Be sure to provide justification for your reasoning.
- How effectively does the program’s use of prevention, assessment, and/or intervention strategies align with the original theoretical model that you feel was utilized to establish the program?
- Discuss the evidence that prevention, assessment, and/or intervention strategies utilized in the selected program may originate from additional or different developmental theories or models.
- What alternatives to prevention, assessment, and/or intervention strategies for the selected program would improve alignment with the original developmental theory?
- Assess the impact of sociocultural influences on the communities and organizations in which developmental psychology is practiced.
- What are the impacts of the selected program on the communities and organizations in which it is currently operating?
- How does this program contribute to knowledge in the field of developmental psychology?
- What are the sociocultural implications of the program with regard to the communities and organizations in which developmental psychology is practiced?
- Assess the ability of the selected program to address typical and atypical development in children and adolescents across physical, cognitive, affective and social domains for informing prevention, assessment, and intervention strategies.
- If the selected program targeted health promotion (typical development), what determines if it is effective at meeting this goal? What statistics or measures exist to support it? If not, recommend an approach for assessing the program’s ability.
- If the selected program targeted a developmental issue or diagnosis (atypical development), what determines if it is effective at meeting this goal? Do statistics or measures exist to support it? If not, recommend an approach for assessing the program’s ability.
- Analyze the selected program with regard to the core developmental psychology themes (nature vs. nurture, continuity vs. discontinuity, and stability vs. change).
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 the five to six pages should be the body; title and reference pages will not be credited as part of the page count.
Milestone Three Rubric
| Criteria | Proficient (100%) | Needs Improvement (70%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Sociocultural Evaluation: Indicators | Comprehensively identifies the selected program’s original intended population in terms of cultural, ethnic, gender, and socioeconomic indicators | Identifies the selected program’s original intended population, but identification lacks specificity with regard to cultural, ethnic, gender, and socioeconomic indicators | Does not identify the selected program’s original intended population | 15 |
| Sociocultural Evaluation: Effectiveness | Comprehensively analyzes the effectiveness of assessment and intervention strategies across diverse populations | Analyzes the effectiveness of assessment and intervention strategies, but analysis lacks specificity with regard to diverse populations | Does not analyze the effectiveness of assessment and intervention strategies | 15 |
| Program Evaluation: Core Themes | Comprehensively analyzes the selected program with regard to the core developmental psychology themes | Analyzes the selected program but analysis lacks specificity with regard to the core developmental psychology themes | Does not analyze the selected program with regard to the core developmental psychology themes | 15 |
| Program Evaluation: Contemporary Theories | Comprehensively evaluates the selected program for the use of contemporary theories with regard to prevention, assessment, and intervention strategies | Evaluates the selected program but evaluation lacks specificity with regard to contemporary theories or does not connect with prevention, assessment, and intervention strategies | Does not evaluate the selected program for the use of contemporary theories | 15 |
| Program Evaluation: Sociocultural Influences | Comprehensively assesses the impact of sociocultural influences on the field of psychology in general, as well as on communities and organizations | Assesses the impact of sociocultural influences on the field of psychology in general, or on communities or organizations, but not all three, or assessment lacks detail | Does not assess the impact of sociocultural influences | 15 |
| Program Evaluation: Typical and Atypical Development | Comprehensively assesses the ability of the selected program to address typical and atypical development across physical, cognitive, affective, and social domains for informing prevention, assessment, and intervention strategies | Assesses the ability of the selected program to address typical and atypical development, but does not address physical, cognitive, affective, and social domains, or does not address prevention, assessment, and intervention strategies | Does not assess the ability of the selected program to address typical and atypical development | 15 |
| 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% |
- Math help
- Critique a TV or radio commercial, an Internet advertisement, or a print advertisement from a non-professional journal/magazine related to an FDA-regulated prescription drug for a gastrointestinal disorder.
- accounting
- RES 351 Final Exam
- BUS 210 Week 8 CheckPoint 1- IT Applications Presentation
- HRM 531 Final Exam
- ACC 290
- FIN 534 Week 7 Homework Problems Chapters 12 and 13
- 1PAGEPAPER
- for mathguy18
