Young Children and Attention Deficit Disorder

In "Young Children with Attention Deficits", Steven Landau and Cecile McAninch (1993) explored the problem involving children with attention deficit/hyperactivity disorder (ADHD). ADHD is the "psychiatric term used to describe a set of symptoms reflecting excessive inattention, overactivity, and impulsive responding" (Landau & McAninch, 1993, p. 49). Prior names applied to this condition include brain damage syndrome, minimal brain dysfunction, hyperkinetic reaction to childhood, and attention deficit disorder with and without hyperactivity. The condition is six-times more prevalent in males than in females. African Americans disproportionately represented among persons with ADHD (15.73 percent) compared with their representation in the general population (United States Public Health Service, 2001).

ADHD children frequently create disruptions in school classrooms to the detriment of the learning experience for themselves and others. Three factors can interact to allow ADHD children to participate in positive learning experiences along with their non-ADHD peers. These factors are (a) effective treatment, (b) teachers who are skilled in working with ADHD children, and (c) effective parenting. A research study proposed herein will investigate the effects of a psychosocial intervention on the behavior of African American children with ADHD in elementary and middle school classroom settings.

ADHD is the most frequent reason children receiv

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teractively during the experience of emotion" (Hochschild, 1990, p. 119). Thus, the interactionist model recognizes several "points of social entry" (Hochschild, 1990, p. 119). According to the interactionist model, social factors help to shape feeling as feeling is being experienced. As emotions are conceived in the interactionist model, social forces provide shape to biological sensations, thereby creating "a strip of experience with a name, a history, a meaning, and a consequence of a certain sort" (Hochschild, 1990, p. 120). Social interaction and social identify are related. Social identity is defined as "the individual's knowledge" of personal membership in specific social groups, together with the "emotional value and significance" placed on such membership by the individual (Tajfel, 1972, p. 31). Social identity, thus, is closely related to self-concept. Individuals apply the process of categorization to "partition the world into comprehensible units" (Abrams & Hogg, 1994, p. 2). This process is accorded a central role in social identity theory. Categorization "involves the psychological accentuation of differences between categories and the attenuation of differences between objects within categories" (Tajfel &

Category: Psychology - Y