ADHD Treatment: Four Psychological Approaches to Jeremy's Case

Introduction

Jeremy is an eight-year-old boy who is experiencing significant difficulties both at school and at home. He struggles to follow instructions from parents and teachers, frequently loses his homework, and demonstrates pervasive disorganization. Disorganization is a defining characteristic of his daily functioning, and caregivers find it challenging to provide adequate care and support. These symptoms are consistent with Attention Deficit Hyperactive Disorder (ADHD). This paper examines Jeremy's case through the lens of four major psychological schools of thought and identifies potential treatment approaches based on each framework.

Attention Deficit Hyperactive Disorder (ADHD)

ADHD is a psychological disorder that affects the emotional stability of individuals and significantly alters how they perceive and navigate the world. The disorder primarily manifests in childhood, and its complexity often increases as children develop. Early identification and intervention are critical, as delays in treatment may lead to compounded difficulties as the child matures and the condition becomes more entrenched.

Symptoms of ADHD typically appear early in childhood. One prominent symptom is memory loss, wherein affected individuals struggle to retain information despite normally sharp cognitive abilities in young children. Another key symptom is disorderliness: children with ADHD often struggle to maintain organization and may lose track of personal belongings, schoolwork, and other items. These symptoms are characteristic of what Jeremy experiences in his daily life.

Treatment of Jeremy's Case

Jeremy's condition can be addressed through the lens of four major schools of psychological thought: behavioral, humanistic, cognitive, and psychodynamic theories. Each of these theoretical frameworks provides distinct pathways for diagnosing and treating psychological disorders (Barlow, 2011). These theories offer complementary understanding of the underlying causes of ADHD and point toward evidence-based interventions. By examining the specific problems causing discomfort through multiple theoretical lenses, clinicians can determine the extent of dysfunction and identify appropriate treatment strategies.

The Behavioral Theory

Behavioral theory, also referred to as behaviorism, posits that all behaviors are acquired through conditioning processes. According to this perspective, individuals unconsciously acquire behaviors through repeated exposure and conditioning in their environment. In Jeremy's case, it is likely that his upbringing and environmental conditions have contributed to his presenting symptoms. Treatment from a behavioral perspective would involve placing Jeremy in an environment that promotes alternative, adaptive behaviors and patterns.

This approach serves as a valuable assessment tool for understanding how parenting practices and family dynamics shape child behavior. For this theory to be effectively applied, parents must first recognize the importance of their role in behavior modification and learn to practice positive parenting techniques (Gallagher, Abikoff, Spira, 2014). Environmental restructuring and parental coaching are core components of the behavioral treatment approach.

Humanistic Theory

Humanistic psychology proposes that human beings are fundamentally motivated by an innate drive toward goodness and self-actualization. According to humanistic theorists, the desire for goodness shapes behaviors and habits throughout development. While behaviors have intrinsic qualities, they are also significantly influenced and molded by the surrounding environment and upbringing.

When applying humanistic theory to Jeremy's treatment, the focus would shift to understanding what Jeremy enjoys and finds intrinsically rewarding, rather than imposing external directives. By creating an environment that fosters his natural interests and strengths, Jeremy would be supported in developing healthier patterns. Humanistic approaches emphasize unconditional positive regard and authentic personal growth (Ross, 2014). This method can be particularly effective when implemented with sensitivity to the individual's preferences. For both children and adults with psychological difficulties, providing opportunities to engage with their genuine desires and interests often facilitates recovery. Success requires that the therapist invest time in understanding the individual's preferences and tailoring the therapeutic environment accordingly (Barlow, 2011).

Cognitive Theories

Cognitive theories emphasize that human well-being depends on addressing internal psychological states, including motivation, decision-making, thinking processes, and attention. These internal states must be understood and addressed for meaningful psychological change to occur. In Jeremy's case, the therapist would need to determine what specifically motivates and interests the boy. This assessment requires significant clinical time and careful observation.

Ideally, information from parents would facilitate this discovery process. However, medical ethics present a constraint here: the dual relationship concept prohibits relatives of the patient from forming a concurrent treatment partnership with the clinician (Veatch, 2010). This ethical principle exists to prevent conflicts of interest and undue influence. Therefore, the psychologist must conduct an independent assessment of Jeremy to identify his motivations and design an appropriate treatment plan.

Once motivational factors are identified, Jeremy can be introduced to a lifestyle structured around activities and incentives that appeal to him personally. A rewards-based or "carrot policy" approach would be applicable: if Jeremy is promised items or activities he values in exchange for cooperative behavior at school and home, he is more likely to invest in meeting these expectations. This reinforcement must continue consistently until the desired behaviors become habitual. Over time, even when external rewards are gradually withdrawn, Jeremy's newly established positive patterns are likely to persist (Gallagher, Abikoff, Spira, 2014).

Conclusion

Effective treatment of ADHD requires comprehensive assessment to establish the underlying causes of the disorder. Children frequently develop ADHD symptoms in response to their early environmental experiences and the quality of care they receive during development. Children raised in environments characterized by inadequate attention, structure, or emotional support are at higher risk for developing this condition. Treatment must be conducted with careful attention to professional ethics, particularly the dual relationship concept, which prevents treating clinicians from working therapeutically with the patient's relatives. This ethical standard protects patient autonomy and ensures that treatment decisions remain guided by clinical judgment rather than family dynamics. ADHD responds best to comprehensive psychological interventions that draw on multiple theoretical frameworks. The four major schools of psychology—behavioral, humanistic, cognitive, and psychodynamic—each contribute valuable perspectives for understanding Jeremy's condition and designing an effective treatment plan.