Communication Barriers Between Providers and Parents of ADHD Adolescent Patients who Use Complementary and Alternative Medicine PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Communication Barriers Between Providers and Parents of ADHD Adolescent Patients who Use Complementary and Alternative Medicine PDF full book. Access full book title Communication Barriers Between Providers and Parents of ADHD Adolescent Patients who Use Complementary and Alternative Medicine by Angela Seitz. Download full books in PDF and EPUB format.
Author: Angela Seitz
Publisher:
ISBN:
Category : Attention-deficit-disordered children
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Angela Seitz
Publisher:
ISBN:
Category : Attention-deficit-disordered children
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Deborah R. Simkin
Publisher: Elsevier Health Sciences
ISBN: 0323311776
Category : Medical
Languages : en
Pages : 273
Get Book Here
Book Description
Patients in psychiatry, or their parents, experiment with alternative methods and practices. Psychiatrists, in search of scientifically-based discussion and evidence of use for daily practice, find that information in this issue of Child and Adolescent Psychiatric Clinics. Readers will find clinically focused information in the major categories of Selected Treatments, Selected Disorders, and Perspectives on Clinical Complementary and Alternative Therapies. Micronutrients for mental disorders, the role of essential fatty acids. EEG and Neurofeedback, Mind-Body Meditation and Movement Therapies, Music Therapy, are presented. Evidence for minerals, vitamins, and herbs is discussed. Guest Editors Deborah Simkin and Charles Popper, with decades of experience in working with complementary therapies, lead this issue.
Author: Dr. Thomas J. Power
Publisher: Oxford University Press
ISBN: 0190494654
Category : Psychology
Languages : en
Pages : 233
Get Book Here
Book Description
Adolescents (ages 12-20) with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic problems, strained relationships, peer rejection and unsafe behavior -- and parents are often at a loss for how to handle these challenges. If Your Adolescent Has ADHD: An Essential Resource for Parents provides the up-to-date information and down-to-earth support that parents need. It offers an in-depth look at causes, symptoms, diagnosis, treatment, and parenting strategies. Contrary to what was once believed, ADHD that starts earlier in childhood usually persists into the teen years. Yet even experienced parents are often caught unawares by the fresh challenges that adolescence brings. This book is one of the few to address ADHD in the context of teen friendships, dating, curfews and sports and extracurricular activities. It also offers practical advice from a leading psychologist on determining readiness to drive and instilling good homework and study habits. This book is a readable, reliable guide to evidence-based treatments for ADHD including behavioral therapy, medications, and educational interventions. Some approaches, such as school-based mentoring, have been little discussed in other parenting books. The authors also offer effective behavioral strategies that can be used at home, including communication and negotiation, problem solving, rewards, strategic punishments and behavioral contracts; and advice for older adolescents on dealing with college, work, and moving away from home.
Author: Craig A. Everett
Publisher: Guilford Press
ISBN: 9781572307087
Category : Psychology
Languages : en
Pages : 290
Get Book Here
Book Description
The volume outlines how professionals can help families mobilize resources to manage ADHD symptoms; enhance parent-child and marital relationships; improve functioning in school and work settings; and develop more effective coping strategies.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309388570
Category : Social Science
Languages : en
Pages : 525
Get Book Here
Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Deborah R. Simkin
Publisher: Elsevier Health Sciences
ISBN: 0323940285
Category : Medical
Languages : en
Pages : 353
Get Book Here
Book Description
In this issue of Child and Adolescent Psychiatric Clinics, guest editors Drs. Deborah R. Simkin and L. Eugene Arnold bring their considerable expertise to the topic of Complementary and Integrative Medicine Part 1: Disorders. This is the first of a two-part issue, which discusses complementary and integrative treatments to be considered for specific psychiatric disorders such as ADHD, sleep disorders, psychosis, TBI, iron deficiency, autism, and more. Contains 13 practice-oriented topics including anxiety, substance abuse, PTSD, obesity, eating disorders, and more. Provides in-depth clinical reviews on complementary and integrative medicine, offering actionable insights for clinical practice. Presents the latest information on this timely, focused topic under the leadership of experienced editors in the field. Authors synthesize and distill the latest research and practice guidelines to create clinically significant, topic-based reviews.
Author: William B. Carey
Publisher: Elsevier Health Sciences
ISBN: 1437710948
Category : Medical
Languages : en
Pages : 1061
Get Book Here
Book Description
The fourth edition of Developmental-Behavioral Pediatrics—the pioneering, original text— emphasizes children’s assets and liabilities, not just categorical labels. It includes fresh perspectives from new editors—Drs. William Coleman, Ellen Elias, and Heidi Feldman, as well as further contributions from two of the original editors, William B. Carey, M.D, and Allen C. Crocker, M.D. This comprehensive resource offers information and guidance on normal development and behavior: genetic influences, the effect of general physical illness and psychosocial and biologic factors on development and behavior. It is also sufficiently scholarly and scientific to serve as a definitive reference for researchers, teachers, and consultants. With a more user-friendly design, this resource offers easy access comprehensive guidance. Features new chapters dealing with genetic influences on development and behavior, crisis management, coping strategies, self-esteem, self-control, and inborn errors of metabolism to cover the considerable advances and latest developments in the field. Focuses on the clinical aspects of function and dysfunction, rather than arranging subjects according to categorical labels. Emphasizes children’s assets as well as their liability so you get a well-developed approach to therapeutic management. Concludes each chapter with a summary of the principle points covered, with tables, pictures and diagrams to clarify and enhance the presentation. Offers a highly practical focus, emphasizing evaluation, counseling, medical treatment, and follow-up. Features superb photos and figures that illustrate a wide variety of concepts. Offers access to the full text online through Expert Consult functionality at www. expertconsult.com for convenient reference from any practice location. Features new chapters dealing with—Genetic Influences on Development and Behavior, Crisis Management, Coping Strategies, Self-Esteem, Self-Control, and Inborn Errors of Metabolism. Presents a new two-color design and artwork for a more visually appealing and accessible layout. Provides the latest drug information in the updated and revised chapters on psychopharmacology. Introduces Drs. William Coleman, Ellen Elias, and Heidi Feldman to the editorial team to provide current and topical guidance and enrich the range of expertise and clinical experience. Covers the considerable advances and latest developments in this subspecialty through updates and revisions to existing material.
Author: Ashley Lowe Senn
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: James Patrick Guevara
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
BACKGROUND: Children with attention-deficit/hyperactivity disorder (ADHD) experience fragmented health care among families, teachers, and clinicians. Fragmentation can result in poor communication, coordination of services, and outcomes. Requirements for "meaningful use" of electronic health records (EHRs) have elevated the role of patient portals as a standard communication tool for patients with chronic health conditions. Similarly, care managers are increasingly used for communication and care coordination for patients with chronic health conditions. OBJECTIVES: We aimed to (1) compare the effectiveness of an electronic patient portal designed to communicate family-centered treatment preferences and goals to providers and educators (tier 1) with the electronic patient portal combined with a care manager to facilitate communication and care coordination (tier 2) for children with ADHD on ADHD symptoms (primary), goal attainment (secondary), and patient-reported outcomes (secondary); (2) assess treatment initiation and adherence and family engagement as mediators of intervention treatment effects; and (3) explore individual, family, and community factors that moderate intervention treatment effects. METHODS: The study design was a randomized clinical trial. We recruited 11 urban and suburban primary care pediatric practices. Children were eligible if they had ADHD, were 5 to 12 years old, and had received ADHD treatment from participating practices in the past year. Children were excluded for past year histories of autism and/or bipolar, psychotic, conduct, or suicidal disorders. Eligible children were consented and randomly assigned 1:1 within site to tier 1 (online patient portal only) or tier 2 interventions (online patient portal plus care manager). Both groups used an online patient portal that included secure online access to an ADHD dashboard containing family treatment preferences and goals, parent and teacher ADHD symptom scales, ADHD resources, and parent-teacher information-sharing. Care managers provided ADHD education to families; communicated quarterly with parents, teachers, and clinicians; and coordinated care with the patients' ADHD care team. Measures included changes in ADHD symptoms (Vanderbilt Parent Rating Scales [VPRS]) as the primary outcome; changes in goal attainment (Goal Attainment Scale [GAS]) and patient-reported outcomes (PROs) (parent-proxy and child-reported PROs) as secondary outcomes; and mental health services use (Services Assessment for Children and Adolescents) and family engagement with treatment (ADHD Engagement Scale [AES]) as mediators. Parents completed measures at study visits 1, 2, 3, and 4, while children 8 to 12 years old completed child PROs at study visits 2, 3, and 4. Patient addresses were geocoded to census tracts and overlaid with census and American Community Survey data. Differences in outcome measures between groups were assessed using intention-to-treat analysis and generalized linear and marginal mixed-effects models. Mediation analyses involving treatment initiation and adherence and family engagement were proposed for statistically significant outcomes. Geocoded data on participants supplemented individual and family data to explore individual, family, and community factors moderating treatment effects. Stakeholder parent, teacher, and clinician partners participated in biannual meetings and provided recommendations regarding study planning, conduct, analysis, and dissemination of findings. Nineteen parents in the tier 2 intervention completed semistructured interviews concerning their involvement with the care manager. RESULTS: A total of 303 eligible children and their parents were enrolled. Most children were 8 to 12 years old, male, in public schools, and taking ADHD medications at study visit 1. There were no between-group differences in demographic or neighborhood characteristics. A total of 206 (68%) parents and 92 (30%) teachers used the patient portal during the study period with no differences between groups. Care managers completed a mean of 2.2 (range, 0-6) care management sessions with parents and 0.5 (range, 0-3) sessions with teachers. In multivariate models adjusted for seasonality, race/ethnicity, urbanicity, parent education, income, and medication status, there were no significant intervention × time effects on VPRS, parent PRO (school performance, student engagement, peer relationships), child PRO (school performance, student engagement, peer relationships, family relationships, teacher connectedness), or GAS scores. At study visit 4, there were no between-group differences in mental health services use (64% vs 72%, P = .31) or in AES scores. Given no significant findings, mediation analyses were not performed. In interviews, parents described sporadic contact and lack of face-to-face engagement with care managers as limiting their engagement. No significant moderators were identified. CONCLUSIONS: Care management did not produce outcomes that differed from patient portal use alone among children with ADHD. However, there was poor engagement with care managers, which likely influenced results. Future studies should consider methods to better engage families with care managers and patient portals to improve outcomes. LIMITATIONS: This study took place in a single geographic area and integrated health system. Results may not be generalizable to other areas and systems. Care managers primarily communicated via email, text, and phone, which improved feasibility but limited acceptability among some families who preferred in-person interactions.
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 2454
Get Book Here
Book Description
Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.
