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Go to College in Schaumburg, IL: A Small Community That’s Close to All Chicago Has to Offer

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Argosy University, Schaumburg is located close to the amenities of Chicago, in an area with a small community feel. Students are attracted to this suburb because of its proximity to shopping, entertainment, and easy access to downtown Chicago’s job opportunities and internships.

Argosy University, Schaumburg offers program areas ranging from Clinical Psychology to Business Administration, Human Resource Management, Organizational Leadership, and Forensic Psychology. The school offers doctoral degrees, master’s degrees, bachelor’s degrees, and associate’s degrees. Many programs have flexible learning formats that allow students to fit an education into their busy work and life schedules. And the professional instructors bring real-world experience into the classroom. “Developing relationships with the professors allowed me to gain experiences, such as my research lab, that were outside of my practicum training,” said Dr. Molly Meier Hendrickson, who in 2015 earned a Doctor of Psychology in Clinical Psychology from the Illinois School of Professional Psychology at Argosy University | Schaumburg

Once admitted to the Schaumburg campus, students have access to the school’s library, which contains resources that support campus programs while encouraging life-long learning. The library maintains a specialized collection of books, scholarly journals, audiovisuals, dissertations, and theses—reference materials that assist students at all levels of their education to grow academically and professionally. The library is also accessible online.

Schaumburg is very close to Chicago, a global city known for business, industry, and the arts. The city is located along Lake Michigan and boasts 29 miles of lakefront that includes shops, condos, and parks. Outdoor enthusiasts enjoy the city’s warm summers by visiting Lincoln Park and the Lincoln Park Conservatory or by relaxing beachside.

Schaumburg’s proximity to the city allows sports fans easy access to games featuring the Chicago Bears, Chicago Blackhawks, and Chicago Bulls.

Discover Argosy University, Schaumburg’s academic programs and learn more about how it can help you to reach your goals. Click on each program for more information. If you’d like to talk to an admissions representative, call (855) 435-5334 or visit our admissions webpage. You can also stop by the school. Our address is 1000 N. Plaza Drive, Suite 324, Schaumburg, IL 60173-4942.

Doctoral Degrees

Master's Degrees

Bachelor's Degrees

Associate's Degrees

See auprograms.info for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.

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Facts about ADHD: What Everyone Needs to Know

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Since in the opening words of a book with the same title as my blog, and which I highly recommend, “Attention-Deficit/Hyperactivity Disorder (ADHD) seems to be everywhere these days” (Hinshaw & Ellison, 2016, xv), it is important for anyone who is interested in the mental health of children to have a grasp of the some of basic facts of ADHD. This blog, in a series of 3 presentations, will highlight some of the most important facts. For a more in depth discussion, the reader should consult the Hinshaw and Ellison book. This blog will focus on answering 2 basic questions: What is ADHD? And, How Widespread is it?

What is ADHD?

In a nutshell, ADHD is a neurodevelopmental disorder that can result in a number of symptoms in two major groupings: inattention/disorganization and impulsivity/hyperactivity. Neurodevelopment means that the disorder is primarily caused by genes and typically manifests during the child development period, i.e., by age 12. Contrary to some musing in the popular press, the validity of ADHD as a real disorder has been established by numerous scientific studies. Like other mental disorders such as depression and many medical disorders (e.g., high blood pressure), ADHD symptoms vary along a spectrum of number and severity. It is only when the signs of ADHD reach a sufficient level to cause impairment in child’s functioning that a diagnosis is made. Also, and most importantly, symptoms such as inattention can vary markedly depending upon level of interest in the activity in which the child is engaging, e.g., homework or computer games. Hence an ability to focus for an extended period of time on some activities does not rule out ADHD. Lastly, with regard to symptoms, one of the foremost authorities on ADHD, Russell Barkley (2015), has made a strong case for symptoms of emotional impulsivity (e.g., low frustration tolerance, impatience, easily angered, emotional over-reaction) being as central to ADHD as the classic symptoms involving inattention/disorganization and impulsivity/hyperactivity.

How Widespread/Prevalent is ADHD in the United States Today for Juveniles and Adults?

This is a vexed question since prevalence estimates for juveniles (5-17) can vary markedly from 5% to 12% depending upon the methodology of the study. Furthermore, it is important to distinguish between true prevalence (i.e., the percentage of juveniles who truly have ADHD), as distinct from diagnosed prevalence, i.e., the percentage who have received a diagnosis from a clinician, whether or not the diagnosis is accurate. If the methodology is a response by parents to the question “Has a doctor or health professional even told you that your child has ADHD?,” the prevalence is 12%, with boys being approximately 2 to 3 times more likely to have the diagnosis than girls, i.e., 16.5% vs. 7.3% (Collins & Cleary, 2016). There are also ethnic differences with, for example, the Hispanic prevalence being 7.7%. The 12% estimate is probably too high, since, despite some under diagnosis, it is likely that ADHD is being over diagnosed largely because of superficial diagnostic procedures. This problem will be discussed in another blog.

        With regard to adult prevalence, there is far less research with a commonly accepted prevalence being 5%. In contrast to the sex difference among juveniles, if anything, there might be a greater prevalence of ADHD among women based upon formal diagnosis by a clinician. However, since women might be more likely to seek out help for problems that can be diagnosed as ADHD, this difference may not be real. Lastly, since the criteria for diagnosing ADHD in adulthood are exactly the same as juvenile criteria, there is concern that these criteria are not appropriate and hence, in contrast to juveniles, there may be an under diagnosis of ADHD.

The next blog will discuss causes of ADHD and how ADHD changes over the life span.

Written by Robert Eme, Ph.d

Professor of Clinical Psychology at the Illinois School of Professional Psychology , Argosy University, Schaumburg Campus .


References : Collins, K., & Cleary, S. (2016). Racial and ethnic disparities in parent-reported diagnosis of ADHD. Journal of Clinical Psychiatry, 77, (1), 52-59.

Barkley, R. (2015). Attention-Deficit/Hyperactivity Disorder, (4th ed.): A handbook for diagnosis and treatment. Guilford Press. ISBN-13:978-1-59385-210-8

Hinshaw, S., & Ellison, K. (2016). ADHD: What everyone needs to know. New York: Oxford University Press. ISBN-13: 978-0190223793

The information and opinions expressed herein represent the independent opinions and ideas of the faculty and do not represent the opinions and ideas of Argosy University.

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Kids in Sports - The Pressure to Perform

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Most every parent knows the joys and pains of children’s spring sports – the Saturday early morning scramble to get the family up, ready and to the field which is balanced out by watching your child make a great play.

The benefits of organized sports are numerous. “Sports can help children meet the 60 minutes or more of physical activity per day recommended by the CDC,” says Dr. Mirjam Quinn, assistant professor of Clinical Psychology at Argosy University, Chicago. “Research shows that participation in team sports can help children develop important social skills including the ability to delay gratification, follow rules and navigate conflict. Regular exercise decreases anxiety, improves mood, and fosters the development of important brain functions including attention, planning and organization.”

On the other hand, Quinn cautions, research also shows that some kids who participate in organized sports are at increased risk for performance anxiety and stress, burnout and may even focus on sports to such a degree that other aspects of the child’s identity are not developed. Why? The pressure to perform.

“There is too much pressure on parents and children alike to be the best, to be special, to be ‘truly gifted.’ Parents are often made to feel that if they don’t make their child shine over and above the rest, the alternative is a life of failure,” says Alan Nathan, an associate professor in the Clinical Psychology program at Argosy University, Washington, D.C.

“While some parents see the capacity of sports to help their children remain healthy and develop positive life skills, others can feel that sports are a vehicle for college scholarships and careers as professional athletes,” says Dr. Kevin Sverduk, chair of the Sport-Exercise Psychology program at Argosy University, Orange County.

That means that sports for children are becoming more competitive and the family is becoming more invested in the game. “With more and more youth sports being played within ‘club teams,’ families that can afford the costs for the club’s coaching, travel to tournaments, not to mention private coaching that is often needed to stay ahead are often seen as better sport parents. With the individual sports like golf, tennis, figure skating and gymnastics, it is even more of a status symbol to have a child who has achieved some level of success,” says Sverduk.

“When kids see their parents one-up each other over their children’s sports performance, they get the message loud and clear – ‘You are more worthwhile when you do well,'” says Quinn. “Providing external rewards (including praise) and focusing on performance rather than the process of learning saps children of all enjoyment of the activity. Their motivation shifts from intrinsic rewards (like feelings of competence, pride and enjoyment) to external rewards (like performance evaluation and praise). Many kids become dependent on the external rewards and their self-esteem crumbles when they do not win.”

The difference between a kid who benefits from organized sports and one who is crushed under the pressure is whether or not that child has parents and coaches who foster a healthy attitude toward sports. While keeping your child front of mind during their sports activities can be a challenge for some parents, it is a necessity.

“The most important issue is that the child enjoys his or her participation in the sport and that the child feels that his or her parents are invested in supporting the child,” says Nathan.

“If you are a parent and you find yourself becoming emotionally wrapped up in your child’s performance in sports, or academics or advanced basket-weaving, it is probably time to take a step back and remind yourself that it’s your kid who is out there – not you,” cautions Quinn. “At the end of the day, your child is a worthwhile person, regardless of whether she does well or fails outright.”

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