Management of ADHD in Children and Young People – Chapter 12: The role of the ADHD nurse specialist (ebook)

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Chapter 12 – The role of the ADHD nurse specialist (ebook)

In this chapter we will discuss the possible role of an ADHD nurse specialist within a team involved in the assessment and management of ADHD in children and young people. The first ADHD nurse specialist role in the UK was established in around 1999. A number of posts have since been established and the benefit to services is now well established, but many teams in the UK and elsewhere still do not have anyone in this valuable role. Some ADHD specialist nurses are paediatric nurses by training, some have worked in health visiting or as school nurses, and others trained as child and adolescent mental health nurses. Some are nurse prescribers, having undertaken the additional training, but this is not essential.

About the book

This book is an accessible and practical guide on all aspects of assessment of children and young people with Attention Deficit Hyperactivity Disorder (ADHD) and how they can be managed successfully. The multi-professional team of authors discusses referral, assessment and diagnosis, psychological management, pharmacological management, and co-existing conditions, as well as ADHD in the school setting. New research on girls with ADHD is also featured. Case scenarios are included that bring these topics to life.

From the Foreword by Dr Duncan Manders:

The topics covered in this book reflect the questions clinicians working in the specialities of child and adolescent psychiatry or paediatrics frequently want answered and so would be ideal for training grade clinicians. The authors have used their expertise of delivering teaching to ensure that their content is clear and understandable to all. This book is not a simple introduction to the subject; clinicians from all backgrounds in children’s services, and at all levels of seniority will find something of value or interest, whether it be seeking validation for their current clinical practice or new insights into how to approach clinical challenges. As the science basis expands, our understanding of the neurobiology of this condition will increase; however, th eneed for access to the experience of clinicans who have been delivering care to this group of children and young people will remain irreplaceable. This book thoroughly fulfills that need.

 

Readership: neurodisability and community paediatricians, child and adolescent psychiatrists, specialist nurses, psychologists,  education professionals and  parents and carers.