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    Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder

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    Author
    Knipp, Diana Kathleen
    Issue Date
    2005
    Keywords
    Attention deficit hyperactivity disorder (AD/HD)
    AD/HD medications
    teens' perceptions
    school nurse
    Meds help me
    Advisor
    Jones, Elaine
    Committee Chair
    Jones, Elaine
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This qualitative study describes teens' perceptions about AD/HD and medications. Roy's Adaptation Model's four modes of adaptation were the framework for this study. Data were collected through semi-structured interviews with 15 high school teens aged 14-17 with parent reported AD/HD. Findings of inductive analysis for modes: Physiologic (Medication), Medications are a hassle but they work; Role function, I do better in school when I take the meds; Interdependence, With meds things are better with my family and friends don't know I am any different; and Self-concept/group identity, I'm just an everyday teenager, pretty much. The composite main theme was: Meds help me. School nurses can use this knowledge to guide interventions for families and teens with AD/HD, healthcare providers, school teachers and staff, and communities in a multidisciplinary effort toward an adaptive educational experience compatible for teens.
    Type
    text
    Electronic Thesis
    Degree Name
    MS
    Degree Level
    masters
    Degree Program
    Nursing
    Graduate College
    Degree Grantor
    University of Arizona
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    Master's Theses

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      PERINATAL MATERNAL MENTAL HEALTH DISORDERS AND ATTENTION DEFICIT DISORDER IN THE FETUS

      Goldsmith, Melissa; REUTER, MIKAYLA NICOLE (The University of Arizona., 2021)
      Purpose: To develop evidence-informed best practice recommendations for nursing and other health professionals, community members and mothers to refer to when considering non- pharmacological management techniques for mental health disorders. Background: Maternal mental health disorders and their respective pharmacologic treatment during pregnancy place both the mother and fetus at risk for complications, and impaired fetal neurodevelopment. Diaphragmatic breathing combined with progressive muscle relaxation, massage therapy, and yoga exercises are interventions with increasing evidence-informed support that provide adequate management of mental health disorders in the place of pharmacologic treatment. Approach to Practice: The best practice recommendations were formed using a literature review conducted through CINAHL, PubMed, and PsychInfo, using keywords such as perinatal, maternal mental health, stress, anxiety, depression, and Attention deficit disorder (ADD). Articles were published between 2011 and 2021. Seven articles were included in the literature review in this thesis. Outcomes: The suggested best practice recommendations are for nursing professionals identifying candidates eligible for a method of managing mental health disorders and determining which method is most realistic for referral. Conclusions: While more research is needed regarding fetal neurodevelopment and maternal mental health, the guidelines described can be useful to health professionals striving to address maternal mental health management during pregnancy in order to improve quality of life for the mother and fetus.
    • Thumbnail

      Attention Deficit Hyperactivity Disorder (ADHD) in Adolescents: An Investigative Study of Dopamine and Norepinephrine Systems

      Scheres, Anouk; Knight, Katherine Ellis; Bootzin, Richard; Allen, John J.B.; Sbarra, Dave; Scheres, Anouk (The University of Arizona., 2012)
      A better understanding of the neural mechanisms associated with Attention Deficit Hyperactivity Disorder (ADHD) and related cognitive deficits can potentially clarify the neural circuits involved in ADHD symptoms, help define neurobiologically informed subtypes and aid in developing more refined treatments. Two neurotransmitter (NT) systems have been implicated in ADHD: Dopamine (DA), and Norepinephrine (NE), and the primary cognitive deficits associated with ADHD are in working memory, response inhibition, reaction time variability, and reward processing. Frank et al. (2007a) proposes, based on computational models, that DA is associated with deficits in reward-based learning and updating of working memory, while NE is associated with deficits in response inhibition and greater response variability. Therefore, it might be possible to learn more about the NT systems' specific roles in ADHD by studying the associated cognitive deficits. The primary goal of this study was to assess performance in adolescents with and without ADHD on a number of cognitive tasks. We expected that the Attention Deficit Hyperactivity Disorder - Inattentive Subtype (ADHD-I) group would perform the worst on NE tasks and that the Attention Deficit Hyperactivity Disorder - Combined Subtype (ADHD-C) group would perform the worst on DA tasks, and that both groups would perform worse than controls on all tasks. Instead, we found that the ADHD-I group performed the most poorly on updating of working memory, while the ADHD-C group performed the best on this variable. However, the ADHD-C group performed worst on overall working memory. Dimensional analyses revealed that hyperactivity/impulsivity is positively correlated with updating of working memory, while inattention is negatively correlated with updating of working memory. In addition, hyperactivity/impulsivity was positively correlated with reaction time variability. In conclusion, it is likely that the roles of these NT systems are not as mutually exclusive as initially expected. It is also possible that our ADHD group was performing more like control groups in other studies, which might be due to a more 'pure' ADHD sample with less comorbid Oppositional Defiant Disorder (ODD) and Conduct disorder (CD), or could be due to a less symptomatic ADHD group.
    • Thumbnail

      Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder

      Perfect, Michelle M.; Sanders, Jennifer Elizabeth; Perfect, Michelle M.; Perfect, Michelle M.; Eklund, Katie R.; Greenberg, Jeffery (The University of Arizona., 2015)
      Students' engagement tends to decline as they progress through school (Anderman, Maehr, & Midgley, 1999; Eccles et al., 1993; Harter, Whitesell, & Kowalski, 1992; National Research Council and the Institute of Medicine, 2004; Yazzie-Mintz, 2010) and disengagement is linked with negative school outcomes such as dropping out of school, retention, failing to earn a diploma, lower grades, and decreased learning (Christenson et al., 2012; DiPerna, Volpe, & Elliot, 2002; Skinner et al., 2009). Youth with ADHD are an at-risk group for lower levels of emotional and behavioral engagement (American Psychiatric Association, 2000). This study investigated whether teacher instructional style (i.e., autonomy support and structure) predicts student engagement and disengagement utilizing an existing dataset collected from 52 students, and their parents and teachers from Dunedin, New Zealand. Student participants met DSM-IV criteria for ADHD, and ranged from 5 to 11 years of age. Class-wide, teacher-provided structure was measured by the Classroom Environment Scale Rule Clarity, and Order and Organization subscales. Class-wide, teacher-provided autonomy support was measured by the Classroom Environment Scale Innovation, Teacher Support, and Teacher Control subscales. Students' emotional engagement in school was measured by Teacher Report Form Working Hard, Happy, Withdrawn, and Anxious/Depressed T-scores. Correlational and multiple regression analysis were used to answer the study's research questions. Results from this study include findings that increased teacher control and lower ADHD severity significantly predicted greater student work effort (engagement). Student age and ADHD severity, and teacher-provided order and organization (structure) were found to significantly predict increased happiness (engagement). Higher teacher-provided structure in the form of rule clarity, order, and organization were found to significantly predict decreased student withdrawn and depressed behaviors (disengagement). In addition, lower teacher-provided order and organization (structure) and higher ADHD severity together were found to significantly predict increased anxious and depressed student behavior (disengagement). If replicated, findings from the current study could inform future intervention research by indicating the components of teachers' instructional styles that may be most influential in engaging students with ADHD in school.
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