The document describes the Vanderbilt ADHD Diagnostic Teacher Rating Scale, which teachers use to rate students' behaviors related to inattention, hyperactivity/impulsivity, oppositional behavior, anxiety/depression, and academic and classroom performance. It provides instructions for scoring the scale to indicate different conditions or disorders if a student shows a certain number of specific behaviors. It also provides contact information for the scale's creator and references a journal article about the scale's psychometric properties.
The function of defenses has been modified over the years, from a counter-force against instincts to the protection of self-esteem.
To understand the role of defenses in pathological and normal development, a coding method to use with Thematic Apperception Test (TAT) stories – the Defense Mechanism Manual (Cramer, 1991a) – has been developed
Three broad defenses – Denial, Projection, and Identification – may be coded with this method.
Research has shown that the two ego functions of defense and IQ are not correlated in childhood and adolescence, but are correlated in adulthood defenses and IQ.
Importantly, IQ serves as a moderator for the effect of defense use on variables such as
Psychiatric symptom change,
Level of Ego Development, and
Big Five personality traits
ADHD - Attention Deficit Hyperactivity Disorder
ADHD is the most common neurobehavioral
disorder of childhood. It is characterized by developmentally inappropriate and impairing levels of gross motor over activity, inattention and
impulsivity. It can continue through adolescence and
adulthood.
The function of defenses has been modified over the years, from a counter-force against instincts to the protection of self-esteem.
To understand the role of defenses in pathological and normal development, a coding method to use with Thematic Apperception Test (TAT) stories – the Defense Mechanism Manual (Cramer, 1991a) – has been developed
Three broad defenses – Denial, Projection, and Identification – may be coded with this method.
Research has shown that the two ego functions of defense and IQ are not correlated in childhood and adolescence, but are correlated in adulthood defenses and IQ.
Importantly, IQ serves as a moderator for the effect of defense use on variables such as
Psychiatric symptom change,
Level of Ego Development, and
Big Five personality traits
ADHD - Attention Deficit Hyperactivity Disorder
ADHD is the most common neurobehavioral
disorder of childhood. It is characterized by developmentally inappropriate and impairing levels of gross motor over activity, inattention and
impulsivity. It can continue through adolescence and
adulthood.
We know that if a person is consuming something like drug or alcohol he or she is taking something extra to his or her body which is harmful for the health of individual or for others also.
Schizoid personality disorder is an uncommon condition in which people avoid social activities and consistently shy away from interaction with others. They also have a limited range of emotional expression.
If you have schizoid personality disorder, you may be seen as a loner or dismissive of others, and you may lack the desire or skill to form close personal relationships. Because you don't tend to show emotion, you may appear as though you don't care about others or what's going on around you.
The cause of schizoid personality disorder is unknown. Talk therapy, and in some cases medications, can help.
Schizophrenia is a mental disorder that usually appears in late adolescence or early adulthood. Characterized by delusions, hallucinations, and other cognitive difficulties, schizophrenia can often be a lifelong struggle. In this article, we will cover the causes, symptoms, and treatment of schizophrenia
We know that if a person is consuming something like drug or alcohol he or she is taking something extra to his or her body which is harmful for the health of individual or for others also.
Schizoid personality disorder is an uncommon condition in which people avoid social activities and consistently shy away from interaction with others. They also have a limited range of emotional expression.
If you have schizoid personality disorder, you may be seen as a loner or dismissive of others, and you may lack the desire or skill to form close personal relationships. Because you don't tend to show emotion, you may appear as though you don't care about others or what's going on around you.
The cause of schizoid personality disorder is unknown. Talk therapy, and in some cases medications, can help.
Schizophrenia is a mental disorder that usually appears in late adolescence or early adulthood. Characterized by delusions, hallucinations, and other cognitive difficulties, schizophrenia can often be a lifelong struggle. In this article, we will cover the causes, symptoms, and treatment of schizophrenia
Blaming is a common approach used by many in order to get rid of accepting own faults to satisfy ego. However, this makes a person suffer entire life and confidence is never built if one has courage to get appreciations but no strength to face weak points. Hereby, strong is who accept and cope up to become better.
COVID-19 PCR tests remain a critical component of safe and responsible travel in 2024. They ensure compliance with international travel regulations, help detect and control the spread of new variants, protect vulnerable populations, and provide peace of mind. As we continue to navigate the complexities of global travel during the pandemic, PCR testing stands as a key measure to keep everyone safe and healthy. Whether you are planning a business trip, a family vacation, or an international adventure, incorporating PCR testing into your travel plans is a prudent and necessary step. Visit us at https://www.globaltravelclinics.com/
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
This document is designed as an introductory to medical students,nursing students,midwives or other healthcare trainees to improve their understanding about how health system in Sri Lanka cares children health.
Trauma Outpatient Center is a comprehensive facility dedicated to addressing mental health challenges and providing medication-assisted treatment. We offer a diverse range of services aimed at assisting individuals in overcoming addiction, mental health disorders, and related obstacles. Our team consists of seasoned professionals who are both experienced and compassionate, committed to delivering the highest standard of care to our clients. By utilizing evidence-based treatment methods, we strive to help our clients achieve their goals and lead healthier, more fulfilling lives.
Our mission is to provide a safe and supportive environment where our clients can receive the highest quality of care. We are dedicated to assisting our clients in reaching their objectives and improving their overall well-being. We prioritize our clients' needs and individualize treatment plans to ensure they receive tailored care. Our approach is rooted in evidence-based practices proven effective in treating addiction and mental health disorders.
1. Vanderbilt ADHD Diagnostic Teacher Rating Scale
INSTRUCTIONS AND SCORING
Behaviors are counted if they are scored 2 (often) or 3 (very often).
Inattention Requires six or more counted behaviors from questions 1–9 for
indication of the predominantly inattentive subtype.
Hyperactivity/ Requires six or more counted behaviors from questions 10–18
impulsivity for indication of the predominantly hyperactive/impulsive
subtype.
Combined Requires six or more counted behaviors each on both the
subtype inattention and hyperactivity/impulsivity dimensions.
Oppositional Requires three or more counted behaviors from questions 19–28.
defiant and
conduct disorders
Anxiety or Requires three or more counted behaviors from questions 29–35.
depression
symptoms
The performance section is scored as indicating some impairment if a child scores 1 or 2 on at
least one item.
FOR MORE INFORMATION CONTACT
Mark Wolraich, M.D.
Shaun Walters Endowed Professor of
Developmental and Behavioral Pediatrics
Oklahoma University Health Sciences
Center
1100 Northeast 13th Street
Oklahoma City, OK 73117
Phone: (405) 271-6824, ext. 123
E-mail: mark-wolraich@ouhsc.edu
The scale is available at http://peds.mc.
vanderbilt.edu/VCHWEB_1/rating~1.html.
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BRIGHT FUTURES TOOL FOR PROFESSIONALS
I N S T R U C T I O N S F O R U S E
REFERENCE FOR THE SCALE’S
PSYCHOMETRIC PROPERTIES
Wolraich ML, Feurer ID, Hannah JN, et al. 1998.
Obtaining systematic teacher reports of disruptive
behavior disorders utilizing DSM-IV. Journal of
Abnormal Child Psychology 26(2):141–152.
2. Vanderbilt ADHD Diagnostic Teacher Rating Scale
Name: Grade:____________________
Date of Birth: ______________ Teacher:__________________________________ School: __________________________________
Each rating should be considered in the context of what is appropriate for the age of the children you are rating.
Frequency Code: 0 = Never; 1 = Occasionally; 2 = Often; 3 = Very Often
1. Fails to give attention to details or makes careless mistakes in schoolwork 0 1 2 3
2. Has difficulty sustaining attention to tasks or activities 0 1 2 3
3. Does not seem to listen when spoken to directly 0 1 2 3
4. Does not follow through on instruction and fails to finish schoolwork 0 1 2 3
(not due to oppositional behavior or failure to understand)
5. Has difficulty organizing tasks and activities 0 1 2 3
6. Avoids, dislikes, or is reluctant to engage in tasks that require 0 1 2 3
sustaining mental effort
7. Loses things necessary for tasks or activities (school assignments, pencils, 0 1 2 3
or books)
8. Is easily distracted by extraneous stimuli 0 1 2 3
9. Is forgetful in daily activities 0 1 2 3
10. Fidgets with hands or feet or squirms in seat 0 1 2 3
11. Leaves seat in classroom or in other situations in which remaining 0 1 2 3
seated is expected
12. Runs about or climbs excessively in situations in which remaining 0 1 2 3
seated is expected
13. Has difficulty playing or engaging in leisure activities quietly 0 1 2 3
14. Is “on the go” or often acts as if “driven by a motor” 0 1 2 3
15. Talks excessively 0 1 2 3
16. Blurts out answers before questions have been completed 0 1 2 3
17. Has difficulty waiting in line 0 1 2 3
18. Interrupts or intrudes on others (e.g., butts into conversations or games) 0 1 2 3
19. Loses temper 0 1 2 3
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3. 20. Actively defies or refuses to comply with adults’ requests or rules 0 1 2 3
21. Is angry or resentful 0 1 2 3
22. Is spiteful and vindictive 0 1 2 3
23. Bullies, threatens, or intimidates others 0 1 2 3
24. Initiates physical fights 0 1 2 3
25. Lies to obtain goods for favors or to avoid obligations (i.e., “cons” others) 0 1 2 3
26. Is physically cruel to people 0 1 2 3
27. Has stolen items of nontrivial value 0 1 2 3
28. Deliberately destroys others’ property 0 1 2 3
29. Is fearful, anxious, or worried 0 1 2 3
30. Is self-conscious or easily embarrassed 0 1 2 3
31. Is afraid to try new things for fear of making mistakes 0 1 2 3
32. Feels worthless or inferior 0 1 2 3
33. Blames self for problems, feels guilty 0 1 2 3
34. Feels lonely, unwanted, or unloved; complains that “no one loves him/her” 0 1 2 3
35. Is sad, unhappy, or depressed 0 1 2 3
PERFORMANCE
Problematic Average Above Average
Academic Performance
1. Reading 1 2 3 4 5
2. Mathematics 1 2 3 4 5
3. Written expression 1 2 3 4 5
Classroom Behavioral Performance
1. Relationships with peers 1 2 3 4 5
2. Following directions/rules 1 2 3 4 5
3. Disrupting class 1 2 3 4 5
4. Assignment completion 1 2 3 4 5
5. Organizational skills 1 2 3 4 5
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Vanderbilt ADHD Diagnostic Teacher Rating Scale (continued)
www.brightfutures.org
Frequency Code: 0 = Never; 1 = Occasionally; 2 = Often; 3 = Very Often