Many children and teens with ADHD/ADD face challenges at school, at home and with friends. They can suffer from anxiety and depression in addition to dealing with learning challenges. I believe that ADHD and other learning differences are limitations, based on a lack of skills, not personal deficiencies, and that these young people need consistent, effective supports, structure and routines in order to excel at school, in extracurricular activities and in interpersonal relationships.
I understand that learning differences involve a complex set of issues and require diverse tools. When I work with your children and teens with ADHD or a learning disability, I use a developmental perspective in combination with positive psychology, cognitive behavioral therapy, play therapy and family systems theory. I apply recent research on the changing brain, executive functioning and ADHD to inform my work and I share this information regularly with you as part of the therapy. I help your children, regardless of their age, identify and strengthen weaker executive functioning skills as well as finding and developing innate talents and outside interests. I rely on a collaborative style of working that combines individual sessions for your child or teen with bi-weekly or monthly sessions with you, the parents or guardians. I also make it a point to establish and maintain contact with teachers, principals and medical providers who interact regularly with your child/teen. In this way, everyone involved in your child’s life work together to create change.
Standard protocol for the first five sessions includes two initial meetings with you, the parents or guardians, alone to obtain a full medical, developmental, and socio-emotional history of the youth. Then I will conduct a meeting with you and the child or teen, followed by a few individual sessions with your child or teen if s/he is amenable. After these initial sessions, I will meet again with your family together and discuss her impressions, outline the issues that people have identified and create a mutually agreed-upon set of goals for the therapy.