YourTango: An ADHD Specialist Explains Why Female Symptoms Are Often Ignored By Professionals Until Later In Life

“Historically, ADHD was been considered a condition for rambunctious little boys who don’t listen to their teachers. However, that stereotype is based mostly upon myth. Plenty of boys with ADHD don’t disrupt class, and little girls can also have ADHD — as can adults. This stereotype isn’t the only reason little girls often grow into adult women without being diagnosed with ADHD, even when their clinical symptoms should have been clear.”

Read the full article on YourTango!

“An ADHD Specialist Explains Why Female Symptoms Are Often Ignored By Professionals Until Later In Life” by Dr. Sharon Saline

Consistent Parenting in ADHD Families: A 5-step plan for improving cooperation and communication

mom laughing and hugging teen son and daughterMany parents who are frustrated with their ADHD children come into my office and complain that “No matter what we do, our child doesn’t change. Nothing works.” As I meet with these families, the heart of the problem usually lies with inconsistency. Sometimes parents can create a plan of action to deal with behaviors and stick with it. Other times, they are improvising moment by moment. Too often, they get stuck and feel defeated. With all of these different scenarios, the ADHD kids, who thrive on predictability, can end up feeling confused and unsure of what is expected of them. How can we change these patterns and create more success? Taking a more predictable, consistent approach to parenting will help improve cooperation and communication. 

The pitfalls of inconsistency

confused boy against background of question marksInconsistent parenting reflects mixed messages and unclear rules that evolve over time and unintentionally. It’s not something people decide to do: it frequently occurs because parents are tired, worn down and out of ideas. And for kids with ADHD, a lack of clarity can feel chaotic and stressful, pushing them to act out or melt down. They just don’t know what to do or how to get there. So, it’s up to the parent to provide a better roadmap.

Inconsistent parenting can look like this: 

– One school night, you let your 10 year old ADHD son stay up with you until 11 pm to watch the football play-off game. That way, you didn’t have to miss any of the action while putting him to bed. Yet, a few days later, when he wants to watch a basketball game with you past 10 pm, you refuse.

– You tell your teenage daughter that she will lose her phone for the evening when she doesn’t clean up her room, as you both agreed. But then, you let her keep her phone when she goes out so that you can reach her.

From your child’s point of view, if you can make one exception to a rule, why not another one next time?

Parenting consistency for your ADHD child

mother having conversation with teen son on couchConsistent parenting means having the same consequences for the same behaviors over time—again and again and again. They don’t change and can’t be negotiated. It means that you don’t give your ADHD children and teens consequences that you can’t enforce or remember or don’t want to deal with. ADHD kids need to know what is coming so they can learn from their experiences and start to understand that their actions have effects. This is exactly where their executive functioning skills, like self-regulation, are weak and require additional support. These skills require time and repetition to develop. It’s up to you, the parent, to create the space and opportunity for your child to practice these skills. You can help your ADHD child by setting appropriate limits and meaningful consequences. When your child pushes beyond these limits, the goal is to teach them to make better choices, and not simply dole out punishments. Consistent parenting will allow your child or teen to link their actions to consequences. When kids and teens know what to expect, they feel more secure and are more likely to be cooperative.

5 Steps toward more consistent parenting

parents and two kids jogging in the park You have to lay the foundation for this consistency by establishing clear guidelines for behavior with your child or teen that mean something to them and to you. For example, if they abuse screen time privileges, they lose screen time the following day. Or, if they break a sibling’s toy on purpose, they will need to fix or replace the toy with their allowance money. The process to establish behavioral guidelines for your family is collaborative, but ultimately not democratic. You still have the final and most powerful vote because, after all, you are the responsible adult. How can you begin this process?

Step 1:

Get some paper and a pen, and sit down with your family. Start with a fair assessment of the basic rules. Ask your kids what they think the consequences should be for not following them. Sometimes they will come up with ideas that are far more impactful than you will. 

Step 2:

Pick the top 3 issues that need fixing and create a plan of action for not cooperating. Write everything down. Be clear and specific about what hasn’t been working. Explain that you’re looking to problem-solve, not blame or punish.

Step 3:

Meet alone with your parenting partner (if you have one) and go through this list. Ask yourselves if you can honestly follow through on the consequences and how you can support each other to do so. If you can’t do them, come up with other ideas that you can enact. When it comes to discipline, both you and your partner must be on the same page.

Step 4:

Meet again with the family to go over the plan. Ask your child to repeat it back to you to make sure they “get it.” Post the plan in a place where everyone can see it and refer to it when needed.

Step 5:

Meet once each week for 3 months to check in and see how things are going. Celebrate and continue to encourage any improvements. If no progress is being made, consider making some adjustments to the plan. young boy taking selfie with sister and parents in the park As with all parenting, consistency is a process–there are no quick fixes. When your child sees you holding firm and following through on set expectations, they will, in time, do the same. Greater parenting success comes from clear expectations and predictable consequences.


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Live ADHD Webinar and Q&A with Dr. Sharon Saline: "Beyond High School Graduation: How to Help Neurodivergent Teens Prepare for Their Next Chapter" / Wednesday, May 11, 2022, 7:15-8:45pm EDT.

Watch on Dr. Saline’s YouTube Channel:


 

Therapy for ADHD: 5 Tips for Finding the Right Therapist for a Child, Teen or Adult with ADHD

Adult man sitting on the couch talking to a therapist.Recently, I received an email from a mom whose 11 year old son was recently diagnosed with ADHD and dyslexia. She said, “I am trying to find someone for him to speak with. What should I be looking for in a therapist? I want to find someone that can explain to him what is going on in his brain and that there is nothing wrong with him. I’m not sure where to begin.” This is such an important issue, so I decided to write this article to help other parents and adults who are seeking therapy for ADHD. If you are looking for guidance and advice on how to find the best therapist match for you or your child, these tips are for you.

Taking the first step: acknowledgment

The first important step towards finding a therapist is acknowledging that you or your child need more support to manage work, school or daily life events. You may notice more times of sadness, anxiety or frustration. Or, you may be receiving feedback from the school that your child or teen is wrestling with completing schoolwork, making and maintaining friendships or having emotional outbursts. If you are an adult, you may find that you can’t make desired changes in your life. Or, perhaps you are using drugs or alcohol to cope with issues, or you feel lonely, disconnected and bad about yourself. Finding someone to talk to who knows about ADHD, understands executive functioning struggles, empathizes with your situation and works with you to find solutions can make things easier on all fronts.

What to look for in a therapist for ADHD

Your goal is to choose a therapist who doesn’t judge you or make you feel abnormal, but rather expresses empathy, listens to what you say, pays attention to nonverbal messages, and offers useful cognitive-behavioral, mindfulness interventions to improve daily functioning. Work with someone who can explain how your brain works and why self-regulation, disorganization, focus and initiation are common challenges when you live with an ADHD brain.

Knowledge and understanding about ADHD and co-occurring conditions

Therapist working with young adult client with brightly colored hairTherapy for ADHD, whether for children, teens or adults, includes the assessment, diagnosis and treatment of ADHD. However, it also addresses the mental health conditions that travel with it. Whether it’s anxiety, depression, an eating disorder, bipolar disorder, trauma, oppositional defiant disorder, self-harming behaviors or substance abuse, a well-trained therapist will differentiate between these issues. They will also use a variety of evidence-based modalities to create appropriate interventions.

A licensed therapist

Therapists are licensed by the state after years of training and internships. They are legally bound to adhere to state ethical and practice regulations. They’re also trained to consider issues of race, gender identity, sexual orientation, socioeconomic status and religion that affect identity development, lived experience and emotional and behavioral management. Typically, they look at a person with a wide lens, which includes environmental, family and couples’ issues. In addition, they examine connections between feelings, thoughts, behavior and bodily health.

A seasoned therapist

A seasoned therapist takes in the whole person: what’s happening psychologically, relationally, and in their environment. Instead of asking, “What’s wrong with this child? Or what’s wrong with you,” they wonder about what’s happened in your life that has brought you here. They’re curious about what’s going on in your present day experiences. They also plan how you can both work together to create a future that fits you and supports your authenticity. 

What to expect in therapy for ADHD management and support

Although a crisis can be one type of motivator for wanting a therapist, some people seek therapy for ADHD in the pursuit of well-being and more satisfying relationships. Either way, when working with a child, teen or an adult with ADHD, the therapist has to do an intricate dance: They must move artfully between examining feelings, thoughts and behaviors while collaborating on interventions with the client. Family on a couch in a therapy session, with two parents with their arm around their young daughter. Interventions take aim at issues of daily living that perpetuate the problems they came in for. In order for healing and change to occur, there must be a practical aspect to the work that improves executive functioning challenges, builds self-esteem, improves resilience and lowers stress. In addition, when working with children and teens, there has to be a family component to the therapy since kids don’t live in a petri dish. They need their parents to help them develop the skills they need for maturity and independence. It’s important to get a sense of what this piece of the work would look like.

Therapy for ADHD: 5 tips for finding the RIGHT therapist

To find a therapist who best fits your needs requires a thorough vetting process. Be prepared to interview a few people before finding the one who clicks. Follow these tips to help you along the way:

1. Reflect on what you are looking for

Forget about being shy. You are shopping for a service. Decide in advance how many people you are willing to try out. Do you want someone who is quieter and more introverted, or someone more dynamic and actively engaged? Male or female? Older or younger? Be precise about what you want.

2. Do your homework

Get referrals from your physician, friends or colleagues before talking with your insurance company. Make sure whoever you see takes your insurance, and that your insurance company has approved you to meet with a few different people. You may also want to be able to interview one or two people before making a decision.

3. Conduct a phone assessment before meeting

You want to get a sense of what therapy would be like with them. Do they use the past to help you master troubling issues in the present? What types of interventions will they use to assist you and/or your child in applying and practicing what we discuss in session? Make sure that you are also clear about the logistics of therapy, including their cancellation policy and financial arrangements. Ask questions such as:

  • What type of training have you received about ADHD?
  • How many clients with ADHD have you worked with?
  • How would you describe your work?
  • Do you think you are an active participant who speaks freely, or more of a listener who speaks occasionally?
  • Do you coordinate with other professionals that might be involved?
  • When and how do you elicit feedback?

4. Inquire about collaborating with coaches

Coaching can dovetail nicely with therapy for ADHD. For example, your son may be working on social anxiety and making friends in therapy. At the same time, he might be getting help from a coach for strategies to complete homework without tears. Cartoon graphic of a woman offering therapy services to a mother and young teen. Some therapists incorporate coaching practices into their work with clients by focusing on action-oriented techniques and forward-looking goals. They may apply classic cognitive-behavioral tools, such as making lists, trial-and-error experiments, or giving an assignment for the family to do in-between sessions. Coaches, on the other hand, are not supposed to use ‘therapeutic’ tools, techniques or interventions for the treatment of a mental health diagnosis. This is because they are not a licensed therapist. When a therapist and a coach work with the same client, it’s best if they coordinate what they’re doing and clarify goals with each other. This way, boundaries can be kept clean, and progress can be monitored more effectively. 

5. Give the therapist a chance, and trust your instincts.

A young boy on a couch, smiling and listening to a therapist with his hands clasped.The first few sessions of therapy are to get to know each other and see if you are a good fit. Prepare to share information about yourself, and ask them any questions you may have about them and their work. Meet alone with the therapist once or twice before introducing your child to provide adequate background information. Then, if necessary, go with them on their first session to facilitate introductions and discuss why you are there. If things seem especially awkward, and your gut tells you to continue looking, follow your instincts. Otherwise, if there’s a natural flow of conversation, solid listening, pertinent questions and a positive connection, you might find the session going well. If that’s the case, try returning for a second session and embark on the therapeutic process.


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Handouts, Webinars & More in Dr. Saline’s Store:

Live ADHD Webinar and Q&A with Dr. Sharon Saline: "Beyond High School Graduation: How to Help Neurodivergent Teens Prepare for Their Next Chapter" / Wednesday, May 11, 2022, 7:15-8:45pm EDT.


 

ADHD Online: Understanding Hyperfocus and How to Make It Work For You

“Usually, hyperfocus happens when you’re doing an activity that you find fun or interesting, explains Sharon Saline, Psy.D., a clinical psychologist, author and speaker. But it can also happen when you’re trying to meet a deadline or work through a task you find boring, according to Susan Ciardiello, Ph.D., LCSW, an ADHD coach and psychotherapist. This is what Saline calls “productive hyperfocus,” and it’s the opposite of scrolling for hours. “In a way, hyperfocus is like sustained attention on steroids,” she says.”

Read the full article on ADHD Online!

“Understanding Hyperfocus and How to Make It Work For You” by Sarah Ludwig Rausch, featuring Dr. Sharon Saline

Managing Meltdowns and ADHD with the 4 R’s: How to help calm and reconnect with kids and teens

Mother with her two kids happily baking together at the kitchen table.It’s a rainy Saturday, and you decide to bake chocolate chip cookies with your son, Leo (age 10), who has ADHD, and your daughter, Anya (age 8), who does not. Initially, things go smoothly with the kids taking turns as they move through the steps of the recipe. At one point, though, you ask Anya to crack both of the eggs because Leo often misses the bowl with most of the yolk, and he loses it. Suddenly, it’s time for managing meltdowns. Leo starts yelling at her, and then at you, for not making sure things were fair. “Why didn’t you give me a chance?” he screams. “Leo,” you say gruffly, “Here, you add the flour. It’s not a big deal.” His face turns red: “She gets to do all of the good stuff.” Leo flips over the buttered cookie sheets and storms off to his room. Anna starts to cry and, to be honest, you’re feeling a bit teary yourself. In moments like this, what can you do to support both children and maintain your own composure?

Seeing ‘acting out’ behaviors from a different angle

When a child or a teen shows their distress, what they are sharing is just the tip of the iceberg. Whether you see crying, protesting, hitting, running away, shutting down or seething, these behaviors are all signals that something is going on underneath the surface. Our job is to try to learn what that is. Of course, behavior is behavior. When it’s unexpected, unkind or dysregulated, it’s often not acceptable. However, as parents, educators or counselors, our job is to look for clues at what kids are really trying to communicate.

Underneath that behavior is either: (1) a struggle to adapt to or accommodate to demands of a given situation or (2) an ineffective effort to express unmet needs and get them satisfied.

Learning what’s beneath the surface

For so many kids with ADHD, clear communication of what’s really going on for them is a challenge. Start with a HALT assessment (Hungry, Angry, Lonely, Tired). Then, move on to uncover other needs. For instance, they may have a need to stay busy. This might be because their mind gets distracted easily or they dislike feeling bored. They may want what only they want because they can’t tolerate disappointment. Or, they may not know what they need, which is very uncomfortable, too. Mother yelling through a microphone at her preteen kid who looks back surprised As tough as it might be in tense momentsour job as adults is to manage ourselves while distinguishing between (1) their intentional behaviors and (2) their physiological stress responses. Is this on purpose, or is this on neurological autopilot? Perhaps the emotional brain has perceived a threat or danger and reacted without having the thinking brain to modulate. With naturally weaker executive functioning skills, many kids with ADHD go to this neurological autopilot faster than their neurotypical peers. Of course, trigger warnings differ from person to person. This is tough in those high-octane moments because you may not know what has set off your child or teen.

Managing meltdowns from conflict to calm

Stress in the body doesn’t respond to punishments or rewards. Instead, the body needs calm responses to encourage and elicit settling down. This starts with a pause, calling a stop in the action, which is so very hard to do. Then, there’s acknowledging what is happening in real time, without blame. For example, how do you respond when Leo becomes activated and starts to yell? Ideally, your first response would be acknowledging his disappointment and frustration rather than redirecting him to the flour. That is because he experiences the redirection as you ignoring his feelings. In addition, one person’s emotional upset can have a cascading effect on other people. This is why co-regulation, maintaining your self-Control to keep your feelings in check, matters so much. The calmer that you can remain, the better the chances are that your child or teen will settle faster.

How conflict originates

Mother with her hand out talking to her son on his laptop at the kitchen tableConflict generally occurs from a combination of how we try to attend to our needs and when we express them with blame, demands and aggression. In heated moments, it can be tough to remember that kids (and adults) would always prefer to regulate, if they could figure out how to do that. We can help our kids by shifting our perspectives and our words from “why can’t you” to “what about this is hard right now?” When people feel met where they are, and accepted even in moments of profound distress, it slows down the activation process and starts the process of healing.

Managing Meltdowns with the 4 R’s of Relationship Co-Regulation

Follow these 4 R’s of Relationship Co-Regulation to help your family cope with meltdowns and improve cooperation and accountability:

1. Reflect:

Reflect back what you hear them say without interpretations. “I hear that you wanted a chance with the eggs. Is that right?” Or, “I notice that you want things to be fair. Did I get that correct?”

2. Reframe:

Change a demand into a request. When your child says, “I want my bagel now,” ask them to restate that into a question. Instead of you commanding, “Set the table now for dinner,” try “It would be great if you would set the table now,” or “Would you please set the table now?” Become more mindful of your tone as well by practicing tone of voice (T.O.V.) awareness.

3. Respond:

When facing a problem to solve or a power struggle, respond with a solution inquiry from a WE perspective and brainstorm options. “How can we work together to deal with the dirty laundry on your bedroom floor today?”What can we do about dishes that you left in the sink last night?” You invite their participation and their creative thinking.

4. Redirect:

This occurs when you choose one of those options you just brainstormed together. But, sometimes you just can’t find a decent solution. That’s okay. In those moments, it’s time for a pivot. Agree to set aside whatever isn’t working and move on to something else. Later, maybe even the next day, return to the issue and discuss it briefly. You don’t want to stir the whole thing up again, but rather, offer your compassion for their struggle, and decide if there is something to do at this point. 

Remembering and celebrating the positives

Family of four laughing, singing and hugging indoors under string lights.In the midst of the hardest moments, maintaining some type of positive connection with your child or teen is the ultimate goal, and sometimes the most challenging. Many kids with ADHD have a loud and active internal voice of criticism and negativity. Lean into their positive choices and cooperative behaviors by noticing and validating their efforts. Consider making a Practice-Makes-Progress Panel on your refrigerator, a bulletin board, or some empty wall space with Post-its detailing an effective choice. As reminders of past successes, these can act as cues for the future and nurture positive self-esteem, too.


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Intrepid Ed News – Dealing with ‘Back To School’ Anxiety: 5 Tips To Assist Your Child or Teen Make A Smooth Transition

5 Tips to Assist Your Child/Teen With ADHD Make A Smooth Transition: Kids have an incredible radar. They easily pick up when their parents are stressed or anxious, and it increases their own distress, conscious or unconscious. The first step in decreasing the anxiety your child or teen is feeling is to lower your own.

Take a few minutes and discuss your concerns with your partner, a friend, an extended family member, or counselor. Write these down and then strategize responses or to-do action items to each one by creating an “Anxiety Decelerator Plan.” This ADP will help you feel like you have some control.

Read the full article!

“Dealing with ‘Back to School” Anxiety: 5 Tips To Assist Your Child or Teen With ADHD Make A Smooth Transition” by Dr. Sharon Saline

Dr. Sharon Saline

Helping your ADHD Teen Get Out of the “Compare and Despair” Trap: Strategies for Nurturing Self-Acceptance

group of smiling teensCan you think of a time when you compared yourself to others and felt good about yourself? How about a time when you felt like you didn’t quite measure up? Unfortunately, the latter is more common. We tend to compare ourselves to people whom we think are better or happier than we are, not worse. For kids and adults with ADHD who grow up as neurodivergent, outside-the-box thinkers, it’s common to doubt yourself and feel like you aren’t enough as you are. This unhelpful mode of thinking is called “compare and despair.” It’s the distress we feel when constantly measuring ourselves against others whom we perceive to be doing better than we are. This pattern of thinking often starts in adolescence, and, if left unchecked, holds people back from expressing their talents and reaching their full potential. Teens with ADHD are particularly susceptible to fall into this trap. At this developmental stage, they are naturally wrestling with reflecting on who they are and who they would like to become. That’s why it’s important for parents to catch the signs of compare and despair and gently guide your adolescent towards a different perspective: one that focuses less on scrutiny and more on personal value and strengths.

Measuring up to fit in

teen girl playing guitarTeenagers have a deep desire to fit in, be accepted and feel included, which is where the process of examining others and contrasting themselves begins. Adolescence is a period of growth and development, when children start forging their own identities instead of just being extensions of their parents. Teens observe and absorb how others dress, behave and function in their surroundings to figure out how they themselves should act and be in the world. They find themselves in adult bodies, but they still possess younger brains. For kids with ADHD, whose executive functioning skills can lag up to three years behind their peers, these gaps can be painfully evident. As adolescents examine their gender, sexual, racial and ethnic identity, they ask: “Who am I, where do I belong, what do I believe?” In the shifting process of pulling away from family bonds and moving into society at large, teens measure themselves against others as a way of beginning to answer these questions.

When social comparisons become unhealthy

teens focused on their cell phonesIt’s natural to compare yourself to others and look for similarities and contrasts as part of identity formation. Comparisons can be productive. A teen with a healthy sense of competitiveness is motivated to do better at school or work harder at their sport. Social comparisons can be motivating and inspiring: “I’d like to sing as well as Kaia so I can be in the musical next year.” However, they can also be dispiriting and hopeless: “Since I’m never going to be as fast as Joaquim, or play on the A squad for soccer, maybe I should just quit the team.” Kids frequently vacillate between these poles. Teens are also bombarded with idealized images, videos and stories about success, social prowess and beauty standards on social media, television and print journalism. These are often exaggerated, purposefully altered or altogether fake. It can be hard to know whom to trust and what to believe–leaving your child feeling anxious and inadequate. In fact, using social media has been found to have a significant downside in terms of self-esteem, self-concept and well-being; resulting in envy, guilt, blame, lying and increased rates of depression. When comparisons lead to an unhealthy sense of self, unrealistic expectations and anxiety, it’s not only time for a reset, but it’s also an indication that your teen may need support from a mental health provider.

ADHD teens and the compare and despair trap

ADHD makes me feel short changed compared to others.” teen boy covering face with handThe teenage years are tough for many. For teens with ADHD, this transition period can be even more difficult. ADHD teens deal with frequent negativity, lower self-esteem and higher anxiety than their neurotypical peers. That’s why they’re more susceptible to falling into the compare and despair trap. How much of this is due to ADHD, and how much of it is adolescence? It’s hard to tell, and there’s no clear answer. Teenagers who are already suffering from low self-esteem or depression are more likely to make frequent social comparisons. This is especially true for teens with ADHD, who have often received messages from a young age that being a different type of thinker was neither something positive nor to be admired. Therefore, your adolescent needs help learning how to see contrasts between themselves and others in a more positive light, with more curiosity and acceptance and less negativity.

How can you help your teen reduce compare and despair?

Here are 5 strategies for resetting unrealistic expectations and fostering self-esteem:

1. Identify islands of competency.

What does your teen like to do and feel good about doing? Nurture this so they spend more time doing it. Guide them towards paying as much if not more attention to their strengths than their challenges.

2. Notice what is going well–when, where, what and how.

Point this out to your child. Positive feedback is essential to developing self-worth. Acknowledge small wins and validate their efforts along the way. Nurture appreciation of what is working in your teen’s life.

3. Define true friends and identify who they are.

Talk about the differences between good friends, buddies and acquaintances. Explore the traits of a friend and name the people in their life who fit into these categories. Encourage your teen to spend more time with people who make them feel good about themselves and, if necessary, assist them in figuring out how to get together with them.

4. Pay attention to what triggers negative comparisons and address those.

It’s important to help your teen find ways to either avoid these triggers and/or respond differently. Limit time on social media or get rid of apps that make your teen feel bad about themselves. Make sure you address FOMO–fear of missing out: many kids want to keep social media apps because they fear exclusion even though the app has harmful effects on their self-worth.

5. Encourage self-acceptance.

Ideally you want your adolescent to accept themselves for who they are–warts and all–and to be their own person. Deep down, they want this too. Talk about the myth of perfection. No one posts a photo of themselves with unruly morning hair or a failing grade on their history paper. Explore with your teen the limitations of comparing their insides to other people’s outsides. You really can’t know what is going on under the surface for another person. Source: Monroe, J. (2019, January 4). The theory of social comparison and Mental Health. Newport Academy. Retrieved April 13, 2022, from https://www.newportacademy.com/resources/empowering-teens/theory-of-social-comparison/


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Upcoming ADHD Webinar with Dr. Saline:

Live ADHD Webinar and Q&A with Dr. Sharon Saline: "Beyond High School Graduation: How to Help Neurodivergent Teens Prepare for Their Next Chapter" / Wednesday, May 11, 2022, 7:15-8:45pm EDT.

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Additude Webinar Replay – Start with ‘Hello’: How to Reduce Social Anxiety and Foster Connections

ADDitude Webinar with Dr. Sharon Saline "Start with Hello: How to Reduce Social Anxiety and Foster Connections."

Start with ‘Hello’: How to Reduce Social Anxiety and Foster Connections

An ADDitude Webinar by Dr. Sharon Saline

Watch the webinar here!

Webinar description:

“Do you hesitate to reach out to old friends — uncertain whether they’re eager to hear from you? Do you seldom make new friends — apprehensive about risking rejection or just too exhausted to invest time and energy in social endeavors? Is speaking in public so uncomfortable that you avoid ordering take-out at your favorite cafe? Are you looking for support to reduce social anxiety? Many adults with ADHD struggle with fears of embarrassment, rejection, or criticism and hold back from participating in the relationships they truly desire. Still others are worried about missing conversational cues, and then being mocked or excluded. During these past two years of pandemic isolation and restrictions, social anxiety and rejection sensitivity have increased across the board. In other words, you may feel alone, but many others are sharing this experience. In this webinar, Dr. Sharon Saline — award-winning author, international speaker, and consultant — will help you to reduce social anxiety and learn to participate in social situations with more confidence and less self-criticism. She will explain how social anxiety works and offer tools for reducing your discomfort while improving your communication skills. You will learn how to initiate and maintain friendships, manage rejection sensitivity dysphoria, and improve your ability to connect with partners, peers, children, and even love interests. By developing resilience and shifting your mindset, you’ll be prepared to head out into the world with courage, authenticity, and concrete techniques.”

In this free, hour-long webinar you will do the following:

    1. Understand how social anxiety and rejection sensitivity dysphoria impact adults and older teens with ADHD
    2. Learn to overcome limiting beliefs and behaviors with practical tools based on cognitive behavioral therapy and mindfulness
    3. Develop effective strategies for managing social situations and personal relationships with ease and confidence
    4. Improve communication skills to engage in clear, appropriate, and meaningful conversations
    5. Explore tools for improving resilience and maintaining a growth mindset.

Watch the webinar here!

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The 4 Steps to New Habits with ADHD: Taking control of your routines to better meet your goals

a man in a red and white striped shirt enjoying a cup of tea on the deck by a pine treeDo you have a habit of saving old boxes in case you might need them at some point in the future? Or, perhaps you let your mail accumulate in a pile because you dread the sorting process or slam doors when you are angry? Some habits, like walking with the dog in the morning, wiping down counters before going to bed or laying out clothes for the next day, can be useful, and even good for you. Others, however, can hold you back and fuel unwanted clutter, chaos or unhealthy lifestyles. But, as the saying goes, old habits die hard. As much as you may want to change what you know doesn’t serve you, it can seem impossible–especially for adults with ADHD–to plan, initiate and follow through with making a much-needed shift. By focusing on one specific goal at a time, here’s how you can create new habits with ADHD.

Habits and ADHD: When they help and when they don’t

dog next to a mess of clothes on the bedroom floor Habits are defined as acquired patterns of behavior that are regularly repeated until they become almost involuntary. Habits usually develop to help us lower stress or meet an emotional need such as reducing fear, sadness or hurt. They may serve us when we start them and then cease to be useful, but we still can’t seem to stop doing them. This is particularly tough for many adults with ADHD who struggle with executive functioning challenges such as organization, impulse control and focus. With a ‘Now/Not Now’ brain, the satisfaction of doing a habit in the moment can overtake rational thoughts of making a different choice or simply tolerating the discomfort of change.

The three elements of a habit

Habits consist of loops of three elements: the trigger, the behavior and the benefit.

1. The trigger:

Initially, there is a trigger. For example, perhaps you are feeling anxious about a work issue. Then you see an email from your boss after dinner that intensifies your worry, and you are now feeling uncomfortable.

2. The behavior:

What happens next is the routine. A behavior or a set of actions that is geared towards distracting you or making you feel better. You plop down on your sofa and proceed to watch four hours of television.

3. The benefit:

The resulting reward is that you are sufficiently engrossed in your entertainment and not thinking about your boss (the trigger), so the habit is now complete. However, there’s a downside to this habit: you stay up too late, struggle to wake up the next morning, and get to work late again.

How to prepare for new habits with ADHD

Changing a habit means targeting one of the three habit components: reacting differently to the trigger, choosing an alternative behavior to address the ensuing discomfort, or responding to the pull of the benefit/reward with a healthier option. mother making a smoothie with her son In order to begin the process of changing a habit, you have to bring awareness to what it is and when you are engaging it. This is where mindfulness meets metacognition: you notice the habit, you observe the effect that it has on you (and others) and you reflect on what other options exist that would feel rewarding. Practice self-awareness in combination with self-evaluation: try to reflect on whatever beliefs you have about yourself or your life that are tied to the old habit – and without any judgment. Old habits are tough to break because they are familiar and easy to do. They can also promote safety from uncomfortable feelings, insecurity, irrational fears and/or self-criticism. Rather than letting shame or regret bring you down, practice self-compassion so you can move forward.

The 4 steps to creating new, effective habits

Step 1: Notice a habit

old habits and new habits signs on a lamppost Noticing a habit without judgment is key towards changing it. Look around your life, and select one thing that you would like to change. Instead of telling yourself negative things about the habit, remember that it once served a purpose and now it doesn’t. That’s all. Then, look at how the habit is affecting you now. If you could wave a magic wand and change it, what would you do? What would you like to see replace it? This is your overarching goal.

Step 2: Be specific about your goals

Precision is what’s needed to alter habits. It’s not enough to say, “I want to be on time to things,” because it’s not specific enough. Ask yourself questions about your goal that can help you hone in on the details. For example:

    • What is one area of your life where being on time really matters and would make a difference?
    • How will you arrive at the destination?
    • How early do you want to arrive?

When you clarify what you want, it’s easier to make it happen.

Step 3: Break the goal down

Reduce your overarching goals into smaller parts that are manageable and achievable. Changing the whole aspect of an unwanted habit might be overwhelming and too difficult. Think in increments instead.

    • What is one part that you could start with?
    • Can you do this daily or weekly?
    • What type of support would assist you from a friend, loved one or colleague?

Write down your larger goal, its smaller components and your strategy to refer to it.

Step 4: Practice, and aim for improvement–not perfection

a couple smiling and practicing a new habit of walking in the parkPractice makes progress. All too often, people who are trying to change a habit dismiss their efforts along the way and only value the completion of the goal. You will need to encourage yourself to keep going and kindly talk back to the part of you that is connected to the old habit. It’s struggling to let go until it can be very sure that the new replacement habit will address any underlying fear, sadness or deficiency beliefs. Embrace the challenge of sustained practice instead of aiming for perfection. And remember, mistakes foster growth. It’s natural and expected to stumble, regroup and try again.


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What would it be like to remove the word “failure” from any description of your parenting and replace it with “efforting”? Failure is generally defined as a lack of success. There is a finality associated with the word that doesn’t really apply to the long-haul process of parenting. Parenting is a journey marked by highs and lows, joy and frustration, closeness and disconnection. Parenting a child or teen with ADHD, learning differences, anxiety, depression, addiction or other issues means redefining success. What you see on social media, television, or films may not make sense for your family and your particular situation.” “The One Word You Must Remove From Your Vocabulary When Parenting Kids With ADHD” by Dr. Sharon Saline

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