I am having issues on how to format this paper in an email format.I wrote the paper in APA format but was told that I should write it as an email.

I am having issues on how to format this paper in an email format.I wrote the paper in APA format but was told that I should write it as an email.

This is the assignment :

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. The title page, citations, and references must be formatted in APA style.

This is a sample of the paper that I wrote ;

Paying attention to Attention-Deficit/Hyperactivity Disorder In today’s society

Attention-Deficit/Hyperactivity Disorder (ADHD) is on a rise in our children and this leaves them needing a better understanding of their circumstances, diagnosis, and prognosis. These individuals need tools that can be used to help them live with this disorder while succeeding academically, socially and emotionally. Attention-Deficit/Hyperactivity Disorder was previously referred to as Attention Deficit Disorder (ADD) and has three diagnostic categories in the Diagnostic and Statistical of Mental Disorder (DSM-5). They include ADHD predominantly hyperactive/impulsive presentation, ADHD predominantly inattentive presentation, and ADHD combined presentation (American Psychiatric Association, 2013). Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder that causes individuals to have difficulty with inattention, hyperactivity, impulsivity, regulating their mood, and organization. For example, a child or teen with Attention-Deficit/Hyperactivity Disorder may have trouble in school and home with paying attention, concentrating, losing things, following directions, sitting still, acting without thinking, or getting mad and frustrated easily. There is a misconception that Attention-Deficit/Hyperactivity Disorder is caused by bad parenting styles, poor food choices and a certain type of food coloring. Symptoms of AttentionDeficit/Hyperactivity Disorder may change in some ways but an individual never outgrows the disorder because it is a biological disorder that is associated with one’s genetics, environmental influences and variation in the brain structure (Ciccarella & white, 2017).

Structures of the Brain and Biopsychology Factors

The brain is an organ that controls our thinking and behavior. It consists of three primary divisions referred to as the forebrain, midbrain, and hindbrain. The forebrain consists of the cortex, the basal ganglia, and the limbic system. The midbrain is an essential part of both the sensor and motor skills. The last one is the hindbrain which consists of the medulla, pons, and cerebellum. The medulla is the responsibility for important functions such as breathing, swallowing and the heart rate. The pons sends information from the cortex to the cerebellum which aids in activities like sleeping, dreaming, arousal and body coordination. Reticular formation (RF) is the area of the neurons that runs through the center of the medulla and the pons. Below that area is responsible for areas such as attention, alertness, and arousal (Ciccarella & white, 2017). Research has associated differences in brain volume with Attention-Deficit/Hyperactivity Disorder, but small sample sizes mean results have been inconclusive. The areas that are believed to be in involved in Attention-Deficit/Hyperactivity Disorder (ADHD) are located in the basal ganglia. This is the area of the brain that controls emotion, voluntary movement and cognition and research has previously found that the caudate and putamen regions within the ganglia are smaller in people with ADHD (Radboud University Nijmegen Medical Centre, 2017). The areas of the brain that are thought to be associated with ADHD are the pallidum, thalamus, caudate, nucleus accumbens, amygdala, and the hippocampus. These biopsychology factors are the areas that would impact the emotions, learning, memory, and motivation related to classes for children and teens with ADHD.

How the brain perceives information

Children often show signs of ADHD before they start school but is most commonly seen when they start school and start having issues meeting the expectation that is needed for diagnosis. The limbic system as mentioned earlier in the areas of the brain that are thought to be associated with ADHD which includes the pallidum, thalamus, caudate, nucleus accumbens, amygdala, and the hippocampus. These areas of the brain are used to perceive information from the outside world. The thalamus is the part of the limbic system that would assist with relating sensory information from the lower brain to the proper areas of the cortex. It would assist the student in areas such as hearing, seeing, touching and tasting (Ciccarella & white, 2017). This area is essential in learning because a student needs to be able to hear and see to process information effectively while in the classroom with other students who use these sensory skills. The cingulate cortex is the limbic structure that is found in the cortex. It is found in the frontal and parietal lobes and plays an important role in emotional and cognitive processing. Studies have shown that it is active during a variety of cognitive activities such as selective attention, written word recognition and working memory (Cabeza & Nyberg, 2000). Being able to focus and pay attention is one of the primary tasks that is needed to be a successful student. It allows you to process and save the information that is being given to you which in turn makes produce good grades. In addition, a student that is able to identify words and memorize important information will perform very well at its given task both academically and socially. For example, if a teacher is teaching a class about the alphabet and alphabet sounds the students will need to use all of these systems to see, hear, focus, identify and memorize what is being taught. If the student has a deficiency in these areas of the grain then it could have a negative impact on their learning and success in the classroom. The neurotransmitters acetylcholine, glutamate, dopamine and serotonin can also impact the success of a student. Each neuron influence areas such as learning, motivation, memory, and mood. Too much or too little of each function can make a student success or a failure in the classroom. Suggestions for success in the classroom Once you have been diagnosed with ADHD it is important to receive treatment.

There is no specific cure for ADHD but there are many treatment options available. Some treatment plans that are available include medication, behavior therapy, individual counseling and education about ADHD. Treatment for ADHD uses the same principles that are used to treat other chronic conditions like asthma or diabetes. Long-term planning also is important because the condition will continue or recur for a long time. As a student, you will have to learn to manage them daily. Educating the people involved in your life such as your teachers, friend and parents is a key part of your success in the classroom. Learning more about ADHD condition and talking to people will help you to better understand the condition. This will help you manage the ways ADHD affects you in the classroom and find ways to overcome the challenges that it comes with (East Bay Pediatric Medical Group, 2019). Stimulant medications are a safe and effective way to relieve ADHD symptoms although it may take some time to find the best medication, dosage, and schedule for you. You may also schedule and adjust your medication base on your required result. For example, if your goal is to reduce symptoms while in class, you may take the medication only on school days and none during weekends, summertime, and vacations if preferred. Studies show that about 80% of children with ADHD who are treated with stimulants improve a great deal (East Bay Pediatric Medical Group, 2019).

I would greatly suggest that student suffering from ADHD use one or more of these methods to increase their chances of being successful in any classroom. Conclusion To conclude, it is important for both teachers and students to be aware of what Attention Deficit/Hyperactivity Disorder (ADHD) looks like in the classroom and how it can negatively areas that influence student behavior. A better understanding of the brain structure and the biopsychology factors that impact learning, emotion and memory can help in better understanding the behavior of students living with Attention Deficit/Hyperactivity Disorder. It can also aid in providing a diagnosis and a treatment plan that will help the student to thrive in the classroom and everyday life. It is imperative for students to get a good diagnosis from a mental health professional because it will pay off in the long run.

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