Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder
Begin by reviewing Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder on pp. 87â88 of the eTextbook.
Now, imagine that you are a university psychology professor. One of your students, John Doe, was recently diagnosed with attention-deficit/hyperactivity disorder (ADHD), combined presentation. He has e-mailed you and requested your advice and assistance with better understanding his circumstances, diagnosis, and prognosis. You will reply to John by writing an e-mail in which you will offer him advice in the following areas.
Indicate structures of the brain that are involved and biopsychology factors that could impact his emotions, learning, memory, and motivation related to your class.
Describe ways in which his brain can perceive information from the outside world that could in turn impact his performance in your class.
Identify suggestions that you have for John to increase his chances for success in your class as well his other courses.
Your e-mail must be a minimum of 500 words in the body of the e-mail. You must use at least two sources, one of which may be your eTextbook, to support your advice. All sources used must be properly cited. Include the references at the bottom of the e-mail for your student’s reference. Please include a title page for the homework.
Sample Solution
someone else is making the choice for them. Battin claims that no act is fully rational with coercion (13 Paying Attention to Attention-Deficit/Hyperactivity Disorder 1).Ã This demonstrates that suicide by force could not be rational because if you are being forced with no other options then there is no way that could fully be your decision. Battin also reinforces this in which one of her criteria is that it should meet the interests of that individual (Williams, cited in Battin 1995, 146). Also, both of these points fail the criteria of ability to reason, in which they can move from premises to conclusion (Battin 133). If the individual is being forced or influenced by others, then they cannot figu Paying Attention to Attention-Deficit/Hyperactivity Disorder re out the premises or conclusion by themselves. If suicide is forced or not their decision, then it does not meet their interests but the interests of others, demonstrating that suicide in that regards could not be rational. One objection to my argument could be that the person was able to make those decisions by themselves even if they were coerced or influenced by anothe>
someone else is making the choice for them. Battin claims that no act is fully rational with coercion (131).Ã This demonstrates that suicide by force could not be rational because if you are being forced with no other options then there is no way tha Paying Attention to Attention-Deficit/Hyperactivity Disorder t could fully be your decision. Battin also reinforces this in which one of her criteria is that it should meet the interests of that individual (Williams, cited in Battin 1995, 146). Also, both of these points fail the criteria of ability to reason, in which they can move from premises to conclusion (Battin 133). If the individual is being forced or influenced by others, then they cannot figure out the premises or conclusion by themselves. If suicide is forced or not their decision, then it does not meet their interests but the interest Paying Attention to Attention-Deficit/Hyperactivity Disorder s of others, demonstrating that suicide in that regards could not be rational. One objection to my argument could be that the person was able to make those decisions by themselves even if they were coerced or influenced Paying Attention to Attention-Deficit/Hyperactivity Disorder by anothe>
