Dr. Jellinek states/agues Jellinek continues by quote (1). Her proposed solution includes (even though not a direct quote put page # at end) 1 ending is to not crush self esteem of children with minimal brain damage how do we do this when I agree with the importance we have an tariff especially with the increase in diagnosis w prototypal paragraph name author and title of work In a recent Clinical Psychiatricy News article, Dont allow ADH crush childrens self-esteem, Dr. Jellinek informs us of the significance of our continue as teachers when reprimanding children with ADHD in the classroom. Often children with ADHD brook with low self esteem and our responses to their behaviors can have a damaging lifelong impact. We have an obligation to discover the outdo in our students, their strengths. Jellinek reminds us what the ADHD child is doing in school, what kids with ADHD do: fidgeting, blurting out answers, jumping out of the chair, or regularize out because of some distraction during the science leson (1). Jellinek takes it a note further, bringing to attention, the number of strict or negative comments these students come upon during their school years. She has figured out that by the age of 10, in school alone, a child with ADHD gather in 20,000 corrective or negative comments (1).

Common comments such as mystify still, pay attention are phrases a child with ADDH may receive up to three an hour. Jellinek computes that at 6 hours a day in school, 180 days a year, these children could receive 20,000 of these comments by age 10. Medication can and does help galore(postnominal) of these children, reducing their behaviors, thus reducing the negative comments. Medication carries its aver stigma and challenges for the child, effecting self esteem. Most important for teachers to be aware, seldom does ADHD, exist alone. Typically it is comorbid with learning disabilities and other mental health issues. Combine all of this; its quite foreseeable, why these... If you motivation to get a full essay, order it on our website:
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