A Counseling Theory for Child with Attention Deficit Hyperactive Disorder

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A Counseling Theory for Child with Attention Deficit Hyperactive Disorder

Attention deficit hyperactive disorder (ADHD) is usually spread among children and adolescents. The disorder is associated with lack of concentration and impulsive, hyperactive behavior, disturbing the childs learning process. Proper educational counseling can help students with ADHD to cope with the problem. There are three major counseling theories. The first one is based on psychoanalysis, which was defined by Sigmund Freud. The second theory is based on behaviorism, which is focused on learning new ways of thinking and information processing. The third theory was developed by Carl R. Rogers and is known as child-centered or student-centered theory (Wright, 2011). Student-centered counseling theory will help students with ADHD to obtain a proper education.

Student-centered counseling theory is the best approach to work with students with ADHD. When helping students with ADHD in learning, it is important to consider students mental health and create suitable conditions and environments depending on students needs. Rodgers student-centered theory can be a solution to meet students needs successfully. It states that we cannot teach another person directly; we can only facilitate his learning (Luke, 2017). Thus, student-centered counseling is helpful in working with students with ADHD. It facilitates the learning process by developing suitable study conditions instead of adapting to the current learning conditions.

One way to increase students learning efficiency with ADHD is to make more interactive, engaging, and intense classes. The class activities should include more actions and be well-defined and structured (Ko~árová 2017). The tasks should be divided into smaller units so that students attention is kept. Also, the use of various colors would attract students keeping them focused on the task. This kind of activity matches with student-centered theory that facilitates the students with ADHD for learning. The activities are aimed to solve the problem associated with ADHD in learning. By means of such activities, student-centered counseling theory can effectively increase the learning outcomes of students with ADHD.

References

Ko~árová, J. (2017). Current research and teaching strategies for the writing, reading and literary education of the pupils with ADHD. Multidisciplinary Journal of School Education, (11), 103-116.

Luke, C. (2017). Learner-centered counseling theory: An innovative perspective. Journal of Creativity in Mental Health, 12(3), 305-319. Web.

Wright, R. J. (2011). Introduction to school counseling. Sage Publications.

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