Aspects of ADHD Patients Well-Being

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Introduction

Jennifer is currently at the local detention center and has different problems that must be addressed. After completing the duration to be served for all the charges, it is important to get assistance to help her become fit to be absorbed back into society. One solution is admitting Jennifer into an all-girls residential facility that deals with the treatment of Attention-deficit/hyperactivity disorder (ADHD). In the facility, Jennifer can also benefit in relation to substance abuse, relationship problems, and limited education through different ways such as therapy and coaching. Upon discharge, Jennifer needs to have set goals to rejoin the society and receive assistance to get employment for supporting daily expenses. This case plan will identify different areas and goals that Jennifer will need assistance with in order to maintain mental and physical well-being while focussing on long-term goals to rejoin the society.

Attitudes and Orientation

ADHD is likely associated with attitude and orientation behavior such as defiance and aggression. The goal is to reduce the defiant behavior exhibited by Jennifer, as shown by her action of skipping school and engaging in crime. While no relevant skills are likely to help her, encouraging strategies such as rewarding good behavior can motivate her to change her attitude and orientation. Giving clear directions for what is wrong or right can also influence a change of attitude.

Employment/Vocation

Currently, Jennifer is unstable and relevant skills to gain employment are not known. Due to her condition, employment is not recommended for now. However, one of the personal goals should be to develop skills that will enable them to join the workforce afterward. The first step to this goal is to ensure Jennifer is assigned duties such as cleaning for about two hours per day. Additionally, vocational training can be offered through the correction facility to prepare Jennifer to be qualified for job positions upon release.

Personality and Behavior

Jennifer needs assistance to improve her mental health, personality, and behavior. This goal can be achieved through the help of mental health and behavioral counselors to enhance behavioral modification and the ability to cope with challenges calmly and healthily. Individual cognitive behavioral therapy can help improve coping skills and the ability to deal with problematic emotions. Another suggestion to improve personality and behavior is through group therapy. The sessions can bring together multiple individuals with similar ADHD or other conditions to discuss their situation. Additionally, interacting with peers can help promote Jennifer’s social skills and ability to communicate and relate with others. Social skills training during group therapy sessions can enhance peer relationships and interpersonal skills for those involved (Van Der Stouwe et al., 2021). Such interactions can help Jennifer gain confidence and develop desirable personal and behavioral traits. Lastly, long-distance family therapy can help family members, such as Jennifer’s grandmother, learn how to help in adjusting to the reality linked to the loss of parents, which has a negative impact.

Education

Jennifer has not been attending school consistently for the last three years; hence there is a need to ensure he compensates for this duration. In the residential center, Jennifer should be required to attend class and undergo testing to check if she is suitable to take classes for an Individualized Education Program (IEP). An evaluation can identify Jennifer’s qualities to ensure she receives special education services to serve her unique educational needs.

Family Dynamics

Jennifer has a stressed or strained relationship with family members, mainly due to her relationship with older women. She experienced parent abandonment which can be linked to difficult family relations with the mother. The goal of changing family dynamics can involve engaging those close to Jennifer and reminding them of the need to support her. Family members may misunderstand and misinterpret ADHD symptoms and dismiss them as misbehavior (Goldstein et al., 2018). However, they should be educated on the importance of avoiding judging Jennifer and why they should stay positive and show empathy.

Substance Abuse

Jennifer has a history of Substance Abuse Disorder (Marijuana) from the age of 11 years. This issue can be handled by requesting a substance abuse counselor to arrange different sessions and establish a plan to solve the problem. One of the appropriate ways to monitor the situation is to ensure blood measurement of the level of the drugs is examined. This assessment can reveal whether the condition of substance use is still in progress. Additionally, the facility should ensure that there are no entry point loopholes allowing Jennifer to access marijuana. Cessation for a long duration and replacement with other activities can help her to forget and recover from any addiction. Lastly, educational information and counseling regarding the negative effects of substance abuse can help Jennifer recover from the situation.

Peer Relationships

Jennifer has a poor relationship with peers, which can be linked to his condition of skipping school and been a ran away. Her major relationships are with older females, which is against his mother and other family members. Teens with ADHD can have difficulty forming long-term relationships with their agemates, as with Jennifer. This situation can be eased by encouraging more peer interactions and organizing group activities. A counselor can establish activities that increase Jennifer’s communication and interaction with others and monitor her to ensure positive progress.

Leisure and Recreation

Jennifer’s behavior as a run-away and difficulty interacting with others makes it difficult to engage in leisure and recreation activities. To enhance her involvement in such activities, staff, and design a schedule to ensure compulsory participation, such as playing certain games. Staff members can take Jennifer on frequent walks or outings and involve peers in leisure activities that they may like to do.

Risk Assessment and Classification Systems

Risk assessment is crucial in identifying and quantifying potential dangers and understanding the defense. In the case plan, the risk assessment was utilized to understand potential areas that can be risky for the client’s health. For instance, Jennifer has no remorse for previous negative action, which presents a high risk to her current behavior. Additionally, the fact that she experienced an unstable lifestyle with traumatic encounters increases her vulnerability to becoming hopeless, which is a high risk. The classification system was used to allow proper alignment of suggestions or options to solve different issues and goals to prepare Jennifer to rejoin society. For instance, identifying the best resources for substance abuse treatment and strategies that can offer the best outcome was decided by classifying risks in every situation.

Supervision Strategies

Supervision strategies were used to ensure every activity was linked to someone capable of executing it while ensuring Jennifer’s safety. Currently, Jennifer, due to the unstable condition identified during the evaluation. For instance, supervision is highly needed to ensure she participates in leisure activities. For activities related to the improvement of personality and behavior, a counselor is suitable for ensuring the proper techniques and supervision are applied.

Conclusion and Overall Recommendations

Jennifer experienced several difficulties at a young age, considering the associated trauma and family neglect. Parental loss, rape experience, and childhood challenges mark Jennifer’s past, which presents a high risk of the unfavorable actions she has been committing. Considering that she has ADHD, Jennifer needs support in preparation to rejoin society after release from the detention center. Such assistance can be solicited from different regions, organizations and individuals.

References

Goldstein, N. E., Giallella, C. L., Haney-Caron, E., Peterson, L., Serico, J., Kemp, K. & Lochman, J. (2018). Juvenile Justice Anger Management (JJAM) Treatment for Girls: Results of a randomized controlled trial.Psychological services, 15(4), 386.

Van Der Stouwe, T., Gubbels, J., Castenmiller, Y. L., Van Der Zouwen, M., Asscher, J. J., Hoeve, M. & Stams, G. J. J. (2021). The effectiveness of social skills training (SST) for juvenile delinquents: a meta-analytical review.Journal of Experimental Criminology, 17(3), 369-396.

Click Here To Order Now!