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Medicalization in the United States has created more consistent classification and treatment guidelines for disorders and diseases nation-wide. However, the concept may foster a tendency toward premature diagnosis. The same can be said about pharmaceuticalization and quickness to medicate. Drug innovation and administration can be integral to quality of life, but how does this relationship shift when health becomes a commodity? How can the business end of medicine and pharmacy conflict with ethical responsibilities to patients?

Both pharmacological and behavioral interventions are widely accepted as methods to manage ADHD. For emerging adults with ADHD, low rates of treatment adherence preclude individuals from the long-term health benefits of evidence-based treatments, and inst

Recent United States policies under the Trump administration have severely restricted refugee resettlement efforts, despite an increased rate of displaced people worldwide. This study explores how refugee resettlement in Pennsylvania has changed in the wake of Trump-era policies and how resettlement agencies and communities have responded to policy changes. Literature indicates that refugees offer an overall benefit to communities, so a significant loss of refugees is expected to harm communities.

Attention-deficit/hyperactivity disorder (ADHD) affects up to 11% of individuals, causing impairment in academic, social, and work abilities. The trajectory of ADHD symptomology can be impacted by a myriad of factors, including caregiver parenting practices, levels of parent stress, and amount of support received. Symptoms of ADHD can change over time and this may be especially true in young children with or at-risk for ADHD.

An increasing number of students with attention-deficit/hyperactivity disorder (ADHD) are pursuing higher education. Existing studies have investigated the postsecondary educational outcomes of college students with ADHD, finding that these students typically have lower academic performance and higher dropout rates than their non-ADHD peers. Far fewer studies address the reasons for these poor outcomes.

Although studies have investigated differences in the subjective evaluation of quality of life (QoL) between individuals with ADHD and their peers without ADHD, college students with ADHD are relatively understudied.

The Lehigh Review is an entirely student-produced research and analytical journal. The staff is dedicated to publishing the best scholarly writing and visual art by Lehigh undergraduates.

Individuals with attention-deficit/hyperactivity disorder (ADHD) are likely to experience social and behavioral functioning impairment that can result in adverse outcomes in the school setting, as well as later in life. Recent research, including high school trials of the Challenging Horizons Program (CHP), has increasingly focused on school-based interventions to promote social and behavioral functioning in adolescents with ADHD in naturalistic settings of impairment.

In 1919 the War Chest, which centralized funding for a variety of domestic and international aid organizations, was reorganized as the Central Council for Social Services and Community Chest in Bethlehem, Pennsylvania. These organizations attempted to unite social work within the city but were controlled by executive boards that opposed centralized control over the numerous private philanthropic organizations. Dr. William Estes, of St.

Adolescents with ADHD are likely to have poor sleep hygiene and experience heightened daytime sleepiness. Given that the combination of poor sleep hygiene and heightened daytime sleepiness is likely to result in functional impairment in school settings for healthy adolescents, it was hypothesized that adolescents with ADHD, who present with poor sleep hygiene and/or heightened daytime sleepiness, as well as educational difficulties, are an even more vulnerable population for experiencing academic impairment.

ADHD is a common disorder in youth, with core deficits that impair important areas of functioning, most notably academic achievement. Existing school-based interventions may not be as effective in improving long-term academic outcomes for adolescents with comorbid ADHD and internalizing disorders. The purpose of this study was to explore the association between ADHD and internalizing symptoms in adolescents and the impact of anxiety and depression symptom severity on their academic outcomes after engaging in a multicomponent school-based intervention (BEST Project).

This dissertation explores the career of Rep. Francis E. Walter (D-PA), his emergence in the 1950s as the key congressional defender of restricted immigration, and his egregious chairmanship of the House Committee on Un-American Activities (HUAC). I argue that Walter abandoned the moderate liberalism of his early career, choosing instead to embrace the reactionary politics of the McCarthy Era. Based on a thorough examination of the Walter papers at Lehigh University, as well as other collections, I demonstrate that Walter's career is a paradox often misunderstood by scholars.

Students with attention-deficit/hyperactivity disorder (ADHD) experience persistent academic impairments throughout childhood, with continued impairment into and through college. Current measures of functional impairment in this population may not be adequate to precisely capture the degree to which impairments affect daily academic performance across time.

The present study investigated the predictors of treatment efficacy of an early intervention for young children at-risk for diagnosis of ADHD. Initial analyses of these data investigated differences in growth over time between those children who received a multi-setting, multi-component intervention and those whose parents participated in a general parent education program, revealing that both groups exhibited equivalent improvements over the first year of a two-year intervention and one-year post-intervention follow-up.

Students with emotional behavioral problems, particularly those with Attention Deficit Hyperactivity Disorder (ADHD), experience a variety of difficulties in the areas of academic achievement and educational outcomes. As early as preschool, difficulties in the attainment of pre-academic skills and appropriate behavioral control are evident.

Children with Attention Deficit Hyperactivity Disorder (ADHD) are at elevated risk for a host of negative educational outcomes compared to their typically developing peers. Families coping with ADHD are also less involved in their child's education and have more impaired parent-child relationships compared with families without a child with ADHD. Existing interventions targeting educational outcomes have typically focused on improving skills or performance deficits; however, there has been little focus on the ecological context in which interventions have been implemented.