Solution and Advantages (Topic Should Changes be made to regulate the medicating of children with mental illnesses)

Assignment 4: Persuasive Paper Part 2: Solution and Advantages (Topic Should Changes be made to regulate the medicating of children with mental illnesses) Order Description • Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 4: Persuasive Paper Part 2: Solution and Advantages Due Week 7 and worth 200 points Using feedback from your professor and classmates, revise Part 1 and develop the solution and identify the advantages of the solution. Note: The disadvantages or challenges with your answers will be in Part 3. Write a six to eight (6-8) page paper in which you: Provide Part I: Revision of A Problem Exists (3-4 pages) 1. Revise, using feedback from the professor and classmates, your Persuasive Paper Part I: A Problem Exists. Develop Part 2: Solution to Problem and Advantages (3-4 pages for 6-8 pages total) 2. Include a defensible, relevant thesis statement clearly in the first paragraph. (The thesis statement may need to be modified to reflect added information and purpose of this part.) 3. Explain a detailed, viable solution that supports your thesis. This should be one or two (1-2) paragraphs. 4. State, explain, and support the first advantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution. This should be one or two (1-2) paragraphs. 5. State, explain, and support the second advantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution. This should be one or two (1-2) paragraphs. 6. State, explain, and support the third (and fourth if desired) advantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution. This should be one or two (1-2) paragraphs. 7. Use effective transitional words, phrases, and sentences. 8. Provide a concluding paragraph / transitional paragraph that summarizes the proposed solution and its advantages. 9. Develop a coherently structured paper with an introduction, body, and conclusion. 10. Use one (1) or more rhetorical strategies (ethos, logos, pathos) to explain advantages. 11. Support advantage claims with at least three (3) additional quality relevant references. Use at least six (6) total for Parts 1 and 2. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting guidelines: • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. Note: Submit your assignment to the designated plagiarism program so that you can make revisions before submitting your paper to your professor. The specific course learning outcomes associated with this assignment are: • Recognize the elements and correct use of a thesis statement. • Recognize the use of summary, paraphrasing, and quotation to communicate the main points of a text. • Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations. • Correct grammatical and stylistic errors consistent with Standard Written English. • Prepare a research project that supports an argument with structure and format appropriate to the genre. • Revise drafts to improve clarity, support, and organization. Recognize how to organize ideas with transitional words, phrases, and sentences. • Incorporate relevant, properly documented sources to substantiate ideas. • Write clearly and concisely about selected topics using proper writing mechanics. • Use technology and information resources to research selected issues for this course. Click here to view the grading rubric for this assignment. Please build off assignment 3, the former paper (below) Persuasive Paper Part 1: A Problem Exists Peter Simpson Professor Charlton-Jackson ENG 215 10 AUG 16 Strayer University Many young children are medicated for the wrong reasons. Today doctors are prescribing prescriptions for the treatment of childhood mental conditions without taking the correct steps required to properly diagnose the children. According to a recent estimate from the National Center for Health Statistics 7.5 percent of U.S. children between ages 6 and 17 were taking medication for “emotional or behavioral difficulties” in 2011-2012 (Howie LD Pastor APR2014). The Center for Disease and Control (CDC) reports there has been a five-fold increase in the number of children under the age of 18 on psychostimulants from 1988-1994 to 2007–2010, with the most recent rate of 4.2 percent. That same report estimates that 1.3 percent of children are on antidepressants. (Howie LD Pastor APR2014). As a nation we are definitely over medicating our children. According to a study conducted by the National Ambulatory Medical Care Survey the rate of antipsychotic prescriptions for children has increased six-fold over this same period (Olson M et al DEC2012). The default treatment for perceived adolescent mental illness seems to always be medicine. In many cases other alternative steps have not been taken to treat the child. Most children with mental health issues are given medication prematurely and not given ample to time develop naturally. Historically speaking the FDA approved mental illness drug treatment of with serious mental illnesses like bipolar disorder, depression and schizophrenia adults in the 1990’s. Today, those same drugs are being prescribed to treat 4 year old children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD), aggression and other behavioral challenges. Currently nearly one in five high school age boys in the United States and 11 percent of school-age children over all have received a medical diagnosis of attention deficit hyperactivity disorder, according to new data from the federal Centers for Disease Control and Prevention (Alan Schwarz MAR 2013). These rates reflect a marked rise over the last decade and could fuel growing concern among many doctors that the A.D.H.D. diagnosis and its medication are overused in American children. One of the major challenges is proper testing for mental illness. Many children are not tested correctly and some of the diagnosis are completely subjective. Let’s take for example ADHD testing. A.D.H.D. has been estimated to affect 3 to 7 percent of children. The disorder has no definitive test and is determined only by speaking extensively with patients, parents and teachers, and ruling out other possible causes. This is a subjective process that is often skipped under time constraints and pressure from parents (Alan Schwarz MAR 2013). And in many cases actions such as anxiety, anger, and shyness can be a part of developmental growth or a temporary condition rather than an illness. Diagnosis usually begins with a medical doctor who takes a lengthy history and examines the child to rule out physical reasons for the difficulties. An estimated 6.4 million children ages 4 through 17 have received an A.D.H.D. diagnosis at some point in their lives, a 16 percent increase since 2007 and a 41 percent rise in the past decade. About two-thirds of those with a current diagnosis receive prescriptions for stimulants like Ritalin or Adderall, which can drastically improve the lives of those with A.D.H.D. but can also lead to addiction, anxiety and occasionally psychosis (Alan Schwarz MAR 2013). And even more teenagers are likely to be prescribed medication in the near future because the American Psychiatric Association plans to change the definition of A.D.H.D. to allow more people to receive the diagnosis and treatment. A.D.H.D. is described by most experts as resulting from abnormal chemical levels in the brain that impair a person’s impulse control and attention skills. Secondly, many children are diagnosed with a mental illness and prescribed medication without looking into the many alternative treatments other therapies, such as music or art, may be added to conventional treatments. Many children can be treated with psychosocial therapies which are also called "talk therapies" or "behavioral therapy," and they help people with mental illness change behavior. Therapies that teach parents and children coping strategies can also be effective. Another optional therapy is Cognitive behavioral therapy (CBT) is a type of psychotherapy that can be used with children. It has been widely studied and is an effective treatment for a number of conditions, such as depression, obsessive-compulsive disorder, and social anxiety. A person in CBT learns to change distorted thinking patterns and unhealthy behavior. Children can receive CBT with or without their parents, as well as in a group setting. CBT can be adapted to fit the needs of each child. It is especially useful when treating anxiety disorders (Silverman WK Hinshaw SP JAN 2008) Lastly, many of the drugs prescribed for children with mental illness have long term side effects. Young children handle medications differently than older children and adults. The brains of young children change and develop rapidly. Studies have found that developing brains can be very sensitive to medications. There are also developmental differences in how children metabolize - how their bodies process - medications. Therefore, doctors should carefully consider the dosage or how much medication to give each child. Much more research is needed to determine the effects and benefits of medications in children of all ages. But keep in mind that serious untreated mental disorders themselves can harm brain development. In conclusion, the federal government needs take a closer look at the growth of mental health drugs being administered to our youth. Specifically, there needs to be broad discussion, at higher levels, on the premature description of mental drugs, and moreover extensive conversation on potential alternative mental treatment measures and how it works directly with childhood development and the overall mitigation of childhood mental drug prescription. References Howie LD Pastor PN Lukacs SL Use of medication prescribed for emotional or behavioral difficulties among children aged 6-17 years in the united states 2011-2012 NCHS Data Brief 2014 Apr (148):1-8 Olfson M, et al. National trends in the office-based treatment of children, adolescents a, and adults with antipsychotics 2012 Dec 69 (12): 1247 -56 The Times Alan Schwarz https://www.nytimes.com/2013/04/01/health/more-diagnoses-of-hyperactivity-causing-concern.html 0 MAR 31 2013 Silverman WK, Hinshaw SP, JAN 2008, National Institute of Mental Health Treatment of children with mental illness, (CBT) https://www.nimh.nih.gov/health/publications/treatment-of-children-with-mental-illness-fact-sheet/index.shtml