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Adhd coaching strategies


ADHD Life Coach Strategies for Every Age and Stage

Attention deficit hyperactivity disorder (ADHD or ADD) is not merely a pediatric condition. It lasts a lifetime, evolving and changing with time, environmental and emotional stressors, hormones, and age. As such, challenges may change drastically as a patient progresses from elementary school through high school, and beyond into higher education and adulthood. Here, I address the most common ADHD challenges associated with each developmental phase, and offer advice for how ADHD coaches can help patients of all ages.

ADHD Life Coach Strategies: Elementary School Students

From grades 1 through 5, students work to build a foundation in three main areas:

  • Reading acquisition. Sitting and reading can be exhausting, physically and mentally, for students with ADHD who struggle to focus.
  • Math skills. Distracted or bored students with ADHD often make what teachers often label “silly mistakes” – such as missing a digit or adding incorrectly.
  • Understanding the social contract. Grade school is not only about academics. Children are also learning how (and why it is important) to control and regulate their emotions, express themselves with their peers, and moderate their behavior in the classroom.

Research shows that positive reinforcement is the only strategy that really works for students with ADHD. When elementary students struggle, negative consequences – punishment and harsh reactions – only further destroy their confidence and self-concept.

To make the biggest impact, set a time to discuss disruptive behavior outside of the classroom, after the immediate, stressful moment has passed. In that setting, tutors, counselors, or coaches can break down the moment, discuss possible causes of the behavior, and offer strategies to students, parents, and teachers.

[Get This Free Download: The Big List of ADHD School Resources from ADDitude]

For example:

Place a small stop sign on each student’s desk. Then, teachers can point to the sign to signal that a behavior adjustment is needed without bringing the whole class to a halt or singling out a student in front of his peers.

Use yellow index cards with black ink to break material into flashcards. This color combination is easily processed by the brain for memory. Students can use the flashcards for reading acquisition or any type of studying. This tool may help them take ownership of learning new words or memorizing new facts. When they see good results, their engagement and interest will inevitably increase.

ADHD Life Coach Strategies: Middle School Students

In middle school, organization grows more complicated and schedules more complex. Students begin to use lockers and change classrooms; these transitions can be difficult. The extra demands on executive functions often drive parents to seek a coach’s help. Some strategies for success include the following:

  • Create a homework system that helps the student:
    • Know what is assigned
    • Keep track of completed work

Even if the homework is listed on a school website, the physical task of recording it and prioritizing it makes it real, improves their executive functions, and provides and opportunity for positive reinforcement when they complete a task and can cross it off of their own list. Reach out to teachers, asking them if they might be open to emailing assignments until the student has mastered this transition.

  • Break down the writing process. Writing assignments grow more complex in middle school, and they get harder from there. Many students with ADHD are overwhelmed by a blank page. Coaches can help them understand that a piece of writing is never perfect at the outset. Explaining how to edit a first draft, and how to move sentences and paragraphs instead of scrapping a draft and starting over is a valuable lesson and important skill set to master. Students will use this lesson through middle and high school – and even into college.
  • Focus on building weak academic areas. Quizlet and Khan Academy are excellent resources to bolster learning in challenging subjects. But don’t just use them on the screen. Manipulate the information in various ways to help a student store and keep it in his memory. Print it out, write things down, combine study strategies that work for the individual.

[Download This Free ADHD Resource: Solve Your Child’s Homework Problems]

ADHD Life Coach Strategies: High School Students

In high school, teens learn to balance academics with an expanding social life. Their independence is growing, but they still benefit from parental help. ADHD coaches can help families work through that transition with these tips:

  • Create a system for managing electronics. Technology is a hot-button issue in most households. Many teens don’t get enough sleep because they are using some type of electronic device late into the night. Phones, tablets, and computers are unhealthy before bed. The blue light they emit interferes with sleep; having them in the bedroom also makes it difficult for parents to separate teens from their technology. Coaches can help find an arrangement acceptable to everyone – such as a basket at the bottom of stairs where devices are placed before bedtime, or a charging station in the pantry. The sooner parents put these systems in place, the easier it is to make sure everyone gets the sleep they need.
  • Establish a routine for dealing with an online grade book. Systems like PowerSchool and Canvas can create conflict in families when parents confront unsuspecting teens about grades they might not even know had been posted yet. Coaches can help parents and teens set a time to check “report cards” together, review grades, listen to explanations, and communicate with teachers as necessary.This system should not deprive children of opportunities to negotiate and practice their executive function skills. They should understand it is their responsibility to follow up with teachers and to own the process of presenting and explaining their grades to coaches, tutors, and parents.
  • Create a goal tracker to help students practice organization and executive function skills. Instruct teens to create a to-do list and then estimate how long they expect each task to take. Finally, they should record the actual time each task took. This can help high-school students see where they are underestimating the amount of time needed. Learning to budget an hour instead of a 45 minutes can change the dynamic at school or at home. Students can use this tool as a reference to organize and prioritize – even after coaching sessions end.
  • Ask, “Are you procrastinating or are you avoiding?” Then, talk it through to figure out what the teen is avoiding.
  • Share the importance of having a defined space for work. Students must learn to put themselves in a quiet place, and to create a starting process with a list that breaks down tasks ahead. Together, these strategies can lessen procrastination and help students make quick progress on the tasks at hand.
  • Explain the concept of pills AND skills. Many younger patients don’t realize that medicine doesn’t necessarily make them focus on academics. It may help them focus on whatever is in front of them, even if that is a video game. Explain the way medication can help them practice and improve skills, but that it does not work in isolation.If medication is part of the solution, let patients know is not only all right but even expected to try different medications or dosages under a doctor’s supervision. They should not give up immediately if the first prescription doesn’t work; it rarely does. Describe the value of nutrition, exercise, sleep hygiene, and structure. Balanced meals, 30 minutes of physical activity, and taking medication at the right time can create a significant increase in cognitive ability.

ADHD Life Coach Strategies: Gap Year

Teens with ADHD often benefit from a thoughtful and well-structured gap year that allows them to build skills as evidenced by the phone calls that often inundate coaches during the first semester of the freshman year of college. College students often report that the scaffolding of high school fell away, and suddenly they found themselves managing academics, their social life, and their laundry. Putting that all together for the first time is overwhelming, particularly for students with executive dysfunctions.

Don’t merely recommend that your clients take a year off. Students need a plan. They can apply to colleges, then defer acceptance for a year in order to participate in a career-focused internship, travel, or do volunteer work. Many programs allow students to earn college credits during a gap year or semester. A structured gap year can help encourage freshman year success by building confidence and skills.

ADHD Life Coach Strategies: College Students

Choosing the right university is essential in helping students with ADHD succeed after high school. You can help your clients by doing the following:

  • Find the best college fit for each student. This doesn’t necessarily mean pursuing the highest-ranked or most prestigious colleges. It means researching which courses are offered, which are required, and whether language waivers are available before deciding to apply or attend. If your student has always struggled with languages, for example, ask if sign language is an acceptable substitute.
  • Research the disabilities office. Find out what accommodations are offered. Encourage students to call and talk to a counselor. Some schools offer a distraction-free room for taking tests, while others offer extended time. Other valuable accommodations include:
    • A note taker is often another student, but it’s even more useful if the professor shares notes ahead of class so the student can review them in advance and add to them during the lecture.
    • Help choosing classes can mean support in identifying content, professors, and assignment types that are a good fit for a student’s learning style. For example, a student who struggles with writing may want to seek out courses with multiple-choice tests.
    • Priority registration can help students take the classes that best suit them.
    • Breaking testing into shorter sections. For some students, chunking up long tests works better than extended time.
    • Recording lectures. Listening to learn is a great technique. At some schools students can sign up to receive textbooks as audiobooks.
  • Organize and schedule the semester . Gather all of the student’s syllabi, lay out assignments on a master calendar, and look at the entire semester. When is the test? When is the midterm? When are papers due? How can he best fit in parties and the social aspect of college? It all goes back to that seemingly simple advice – make a plan.
  • Encourage students to visit professors. An important piece of college is overcoming the fear of talking with teachers about things that are painful or embarrassing. Meeting with professors allows students to hear new and nuanced descriptions of course material that they would not learn without office hours.

ADHD Life Coach Strategies: Adulthood After Graduation

ADHD is a life-long condition. Coping with its vagaries can mean that adult clients need help with the following:

  • Trying cognitive behavioral therapy (CBT)
  • Testing to find an ideal career or area of strength
  • Improving a resume
  • Practicing interview skills

Patients often come in during major life changes such as becoming a parent, getting divorced, or recovering from a dependency. They are overwhelmed and are looking for a place where they are accepted  and feel safe discussing their struggles and concerns.

A survey of my patients found that their strongest need is to hear that they aren’t broken, that they don’t need to be ashamed. Although each day will not be easy, with coping strategies, there is a very strong possibility that, as I tell my own clients so many times, “Everything will be fine”.

[Get This Free Resource: Get Control of Your Life and Schedule]

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The Difference Between Regular Life Coaching and ADHD Coaching

ADHD Education | Coach Training

Clients with ADHD have the same human needs as any coaching client. However, they also face unique challenges related to ADHD that can interfere with their quality of life. These challenges, which are related to the executive functions of the brain's management system, might include emotional self-regulation, cognitive and physical hyperactivity, impulsivity, distraction, focus, decision-making, time management, short-term working memory, and more. It may also include the belief that they can’t attain their short- or long-term goals because they have ADHD.

ADHD coaches support their clients by developing a comprehensive understanding of both the nature of their ADHD and ADHD’s impact on their quality of life. Medications can be an important part of a comprehensive program to manage ADHD. But it is not enough to sustain compliance with their physician's medication recommendations or helpful support or options provided by health care professionals, designed to improve daily academic, family, workplace or personal performance, and create consistent progress.

Remember: the pills will not give you the skills. If your skills are integrated with your talents and a realistic purposeful plan, and your talents are usually the foundation to achieving your recurring patterns of success, they will do you no good until you identify, embrace and integrate them into your life.

A very important part of the coach-client relationship is the ability of the ADHD coach to empower the client to explore and discover his or her hidden strengths. The coach encourages the client to take action in areas of interest and positive intention, while also learning to watch for what is working and what is not. Once the evidence of success is captured and refined, the client can begin to embrace what he or she never knew existed.

It is not enough to know ADHD; each client must understand their own specific brand of ADHD and how it manifests in different situations. A well-trained, certified ADHD coach* has the skills and tools to educate their clients in simple, memorable, and creative ways so that they will understand and identify how their particular brand of ADHD shows up in different situations. Individualized education of each person’s ADHD is the foundation for the successful management, and eventual progress, with ADHD.

In addition, well-trained ADHD coaches work with clients to create and identify the “Five S’s”: Strengths, Structures, Support, Systems, Skills, and Strategies. Coaching assists clients with ADHD to stay focused on their goals, face obstacles and address core ADHD-related issues such as: time management, organization, procrastination, and prioritizing. Coaching also allows clients to gain clarity and function more effectively to improve their self-esteem. ADHD coaches work with their clients to develop customized strategies to move forward toward their goals, to deepen their self-awareness, and to continue moving toward fuller and more satisfying lives. The client is seen by the ADHD coach as resourceful and, thus, with increasing self-awareness, as fully capable of discovering his or her own answers. The coach empowers the client to discover their own solutions by asking the client powerful questions that will encourage them to explore different strategies that work in harmony with their unique brain wiring.

We believe the following elements are what set ADHD coaching apart from regular coaching: 

  • A toolkit of strategies, models, and systems for helping clients learn about their ADHD and turn it to their advantage. 
  • Identifying and honoring the unique brain wiring and strengths of each individual with ADHD. 
  • Appreciation of the paradox of the tremendous weaknesses and exceptional strengths of one’s clients. 
  • A commitment to coach from a paradigm of assisting clients to manage the ADHD challenges that impair their quality of life, and enlisting the strengths in more aspects of the client’s life. 
  • Supporting and assisting clients in identifying and articulating their ADHD-impairing challenges for effective communication with their health care providers. 
  • A greater level of safety and support for their clients, taking exceptionally great care to refrain from any judgments. 
  • An appreciation of, and patience for, ADHD traits that trip their clients and look deceptively like opposition or procrastination.  
  • Recognition that ADHD clients are often afraid to even contemplate success, given past experiences of failure. ADHD coaches come from the knowing that ADDers are uniquely wired, and they assist clients in uncovering their strengths and owning their dreams and goals again. 
  • Assisting clients to appreciate their learning modalities, unique organizing methods, and creative leaps and connections in order to develop customized systems that will facilitate the completion of goals and tasks. 
  • Witnessing the client’s actions and thoughts and mirroring them back to help them process what may have been swirling around in his or her brain. Reflecting back the client’s communication increases his or her awareness of thoughts, beliefs, and patterns he or she has not been paying attention to. 
  • Offering structures and tools to assist clients in forming memory and retrieval links. 
  • Knowing when to take the pressure off, so an individual with ADHD can take the action required to succeed.  
  • Co-creating systems that integrate more of their client’s talents into his or her short- and long-term strategies for the successful completion of important goals, tasks, and projects. 
  • Empowering the client to observe the patterns that have not served him or her well, and challenge him or her to create new ones that will lead to success. 
  • Working with clients to identify the key values that define who they are so that they can identify activities in their life in harmony with those cherished principles. 
  • Identifying and integrating character strengths using the free VIA Character Strengths survey**. 

If you want to identify your character strengths, click here.  If you want to get an idea of some of the key principles our coaches learn and model take a look at this short video. You can also check out our many educational videos and articles on our blog or on Facebook. The Power of the Pause link *We will refer to coaching individuals with ADHD as *ADD coaching. According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, 1994, (DSM-IV) the diagnostic label is Attention Deficit Hyperactivity Disorder (ADHD) However, in popular conversation and on the ADDCA website and other websites the terms - ADD, ADHD, AD/HD - are used interchangeably

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David Giwerc, MCAC, MCC
ADDCA Founder & President


What is ADHD coaching and how it can help

admin

Contents

  • What is ADHD coaching?
    • It can be tailored to suit your needs
  • ADHD Coaching vs Life Coaching
  • What are the benefits of an ADHD coach?
    • “Coaching helped me be kinder to myself”
    • “My differences are just differences, not flaws”
  • Is coaching effective for ADHD? nine0012
  • Factors that can negatively affect the results of coaching
  • How to find and choose an ADHD coach?
    • Consider Your Needs
    • List Potential Coaches
    • Consider Interview Questions
    • Do a Trial Run
  • How Much Does ADHD Coaching Cost?
    • Ways to recoup costs
  • Key takeaways

ADHD coaching is a type of complementary treatment for Attention Deficit Hyperactivity Disorder (ADHD). Read on to find out what it is, as well as its benefits, effectiveness, and cost. nine0005

What is ADHD coaching?

While ADHD can have a positive effect on a person's energy and creativity levels, it can also cause problems in other areas of life.

For example, people with ADHD may have difficulty completing certain tasks, such as answering emails, meeting deadlines, or following instructions.

An ADHD Coach is a trained professional who works with teens and adults with ADHD to address these issues directly. A coach can help develop and hone abilities in the following areas:

  • Organization. Time management, task and project management, workflow, prioritization, record keeping, multitasking, and home or office organization are all examples.
  • Management of emotions. This includes things like boosting self-esteem, reducing stress and anxiety, and empowering yourself.
  • Development of new skills. Learn communication and social skills, problem solving, interpersonal conflict resolution, punctuality, public speaking and boundaries. nine0012
  • Achieving goals. For example, a healthy lifestyle, career success, housekeeping, responsibility and motivation.

It can be customized to suit your needs

The format is up to you and the coach. Many trainers are flexible and tailor their services to suit your needs.

For example, you could meet with your ADHD coach in person once a week, checking in regularly via email or text messages to encourage accountability between sessions. nine0005

Group lessons are also available. While they may not be as personalized as one-on-one coaching, they have the advantage that they are usually more accessible. In addition, you may find it helpful to meet and exchange strategies with other people with ADHD.

ADHD coaching versus life coaching

You can think of an ADHD coach as a life coach. Both can help you reach your fullest potential.

One key difference, however, is that ADHD trainers have the knowledge and experience to help you deal with ADHD-specific issues. Many coaches even suffer from ADHD themselves. As a result, they understand what it means to live with ADHD. nine0005

What are the benefits of an ADHD trainer?

The right coach can bring many benefits. Here are two personal opinions of people who have used ADHD coaching.

“Coaching helped me be kinder to myself”

“Despite the fact that I was on medication for ADHD, I developed poor coping strategies all my life,” explains Gia Miller, a freelance writer. “At 39, I still lacked basic performance skills.”

“Under the guidance of my ADHD coach, I was able to organize my day, pay my bills on time, manage my finances, never miss important emails, manage my time better, and run a more successful business,” she says. nine0005

Miller was well informed before she started working with the trainer. However, one of the unexpected benefits was education.

“My ADHD coach helped me understand that I was doing certain things. She also helped me be kinder to myself, which can be hard to do with ADHD,” she says.

Miller adds that while coaching takes time and money, it's worth it. “It really changes lives,” she says.

"My differences are just differences, not flaws"

Susan Cramiller, owner of a New York feminist law firm, says there are only benefits to working with a coach.

In her experience, responsibility is the most important asset.

"A lot of things that are difficult for most people are very easy for those of us with ADHD, but the opposite is also true," she says. "I rely on my trainer to make sure I keep a good sleep schedule and exercise regularly."

She also thanks her coach for helping her change her perception of ADHD. “All my life I have focused on my shortcomings,” says Krumiller. "But those flaws are really just differences that don't make me a bad person. " nine0005

She now sees her ADHD as the reason for her success.

Is coaching effective for ADHD?

Coaching is a relatively new form of treatment for ADHD. While research is still limited, the results seem promising.

According to the authors of a 2010 study evaluating the outcomes of ADHD coaching among 45 adults, coaching had an overall positive impact.

Similar results were found in a 2011 study with a small sample of college students. The authors concluded that participants reported:

  • improved goal achievement
  • satisfied with their coaching experience
  • increased overall well-being and self-regulation

Another 2013 study examined the impact of an 8-week coaching program on 150 college students. The authors reported that after coaching participants showed significant improvements in:

  • Teaching strategies
  • areas of study
  • self-esteem
  • job and study satisfaction

The 2018 Literature Review analyzed 19 studies on ADHD coaching. The researchers reported that across all studies, coaching was associated with improvements in ADHD symptoms and executive function. Other claimed benefits included the well-being and satisfaction of the participants.

Factors that can negatively affect coaching outcomes

Another 2018 review of the literature noted that while research on ADHD coaching has been positive so far, few studies have assessed the possibility of negative results. nine0005

They identified three factors that could contribute to negative outcomes:

  • undertrained trainers
  • participants with comorbid mental health problems
  • low readiness of participants

According to Children and Adults with ADHD (CHADD), a non-profit organization advocacy for people with ADHD, stressful life circumstances and chronic illness can also affect the outcome of coaching. More research is needed in this area. nine0005

Miller had similar concerns. "If you're someone who struggles to control your emotions, especially your anger, then working with an ADHD coach to improve your executive functions may not work," she says.

CHAD suggests that in order to get the most out of coaching, clients must be willing to acknowledge the difficulties they face and invest the time and effort required to change their behaviour.

How to find and choose an ADHD trainer?

Because ADHD coaching is not regulated, anyone can call themselves an ADHD coach. That's why it's so important to do your research when choosing one of them.

Coaching also relies on a strong bond between coach and client. Be prepared to talk to several different trainers to find the right one.

Consider Your Needs

Before you start looking for a coach, consider your needs.

Consider how you would prefer to communicate with your coach (face to face, over the phone, or online) and whether you would prefer a coach with a specific area of ​​expertise such as entrepreneurship, relationships, education, or parenting. nine0005

Remember that a coach cannot treat depression, anxiety, or substance use. Instead, look for complementary treatment for other mental health issues along with coaching.

Make a list of potential trainers

Next, it's time to start compiling a list of potential trainers. You can use the directory provided by the ADHD Coaches Organization (ACO) to search by location.

The Attention Deficit Disorder Association (ADDA) also provides a professional guide. nine0005

Spend some time researching the information provided on the trainer's website. If possible, narrow down your search to five trainers to interview.

Consider interview questions

Try asking one of the following questions during your initial meeting with a potential coach:

  • What kind of education and/or training do you have? How does this affect your coaching practice?
  • Do you have special training in ADHD coaching? nine0012
  • Do you have any certificates?
  • How long have you been an ADHD trainer?
  • Do you have experience working with special groups (eg teenagers, adults, students) and/or issues (eg relationships, running a business, parenting)?
  • Do you have experience with related mental health problems? Are you a licensed mental health professional (eg psychologist, counselor, social worker)? nine0012
  • What is your approach to coaching? What methods do you use to interact with customers (eg face to face, phone calls, etc. )?
  • Do you have a privacy and/or privacy policy?
  • What are your fees/rates? Do you require prepayment? What types of payment do you accept?
  • Do you have current or former clients that I can consult?
  • Do you offer trial coaching sessions, and if so, what is your fee? nine0012

Take a test run

Be sure to take notes during your first call. Remember that a professional ADHD trainer should be available to answer all of your questions.

Even if you are satisfied with the coach's answers, a trial session is the best way to ensure that a potential coach is right for you.

How much does ADHD coaching cost?

The cost of ADHD coaching varies. In general, this is comparable to the cost of therapy or life coaching. Hourly sessions can cost anywhere from $75 to $250, and sometimes more. nine0005

Reimbursement options

ADHD coaching is rarely covered by insurance. However, there are some ways to offset or reduce the cost. Try one or more of the following:

  • Ask potential coaches if they offer free or sliding scale coaching. If they do, you can pay a commission proportional to your income.
  • If you are seeking coaching for a career-related reason, please contact your organization's Human Resources department to ask if they will cover part of the cost. (Be aware that this will reveal your ADHD diagnosis to your employer, which some people may want to keep private.)
  • If you run a business and are looking for ADHD coaching to become an entrepreneur, you may be able to claim a portion of the cost as business expenses.
  • You can claim your coach's fee as a medical expense against your taxes if your doctor writes you a prescription for ADHD coaching.
  • Look for group coaching sessions or online coaching sessions. This website provides a list of resources for people with ADHD who cannot afford personal training.

Key takeaways

Coaching can be an effective complementary treatment for ADHD. The benefits include being more organized, achieving goals, and developing new skills.

If cost is a barrier, check out this online resource.

Health

Read online ADHD 2.0. New Strategies for the Successful Life of People with Attention Deficit Disorder”, Edward M. Hallowell – LitRes

To my beloved wife, children and grandchildren.

J.J. Rate

Pippi, Honey and Ziggy, who gave all of us puppy love until the very end. And also alive and well Laila and Max, who love us still. No wonder they say that a dog is a man's best friend.

All brains are different.

All brains are cool.

Everyone has their own special way.

A poem written by E. M. Hallowell for his five-year-old daughter

Ratey, M.D., 2021

© Design. OOO AST Publishing House, 2022

Scientific editor's preface to the Russian edition

ADHD 2. 0. New Strategies for the Successful Life of People with Attention Deficit Disorder” is a new book by two famous American psychiatrists Edward M. Hallowell and John J. Ratey. It is noteworthy that the authors are not only doctors, but also live with this syndrome themselves. nine0005

Many readers may already be familiar with Hallowell and Reity's books on ADHD, two of which are published in Russian: "Why I'm Distracted" (more than 1 million copies sold worldwide) and "Don't Distract Me", which give us an opportunity to take a fresh look at the problem and use the recommendations to improve the quality of your life.

The new book is addressed to those who have thought at least once “Is it possible that I have ADHD?”, to those who know about their syndrome, as well as to parents, partners and all relatives of people with ADHD. The book will be of great interest to doctors, psychologists and educators working with both children and adults with attention deficit disorder. nine0005

The authors talk about discoveries in the field of neuroscience: resting neural networks and their role in our behavior, the role of the cerebellum in human cognitive functioning, the work of neurotransmitters and genes that determine their insufficient amount in the body - and instantly move on to practical conclusions and recommendations that patients and their loved ones can immediately use and put into practice. For those readers who would like to read the data in more detail, we recommend the bibliography at the end of the book, which is divided into chapters and makes it easy to find studies cited by the authors. nine0005

When translating and editing, we have kept many terms in their original English version, since there are no established equivalents for them in Russian-language literature, and we have tried to provide all translation options that the reader can find on the Internet, popular publications or scientific articles. For convenience, the book has an alphabetical index of terms.

The book surprisingly combines a large amount of data on the latest scientific research, information about how our brain works, how various types of drug treatment and psychotherapy work (that is, a natural science approach), and at the same time, a sensitive, attentive attitude to the patient as a person, based on the principles of humanistic psychology. nine0005

The authors pay attention to the perception of the diagnosis in society, trying to contribute to rid the term ADHD of a negative halo, to show patients and their loved ones the opportunities for success and self-fulfillment, to help understand and use the benefits that people with ADHD have. The very reading of the book can carry a psychotherapeutic effect. So Hallowell and Ratey introduce the concept of stimulus-dependent attention or VAST (variable attention stimulus trait, VAST) as a synonym for ADHD, ridding the term of the word "deficiency", talk about increased sensitivity to rejection and sensitivity to praise, and also pay much attention to the possibilities of personal growth, from using the Colby Index to identify their strengths, to being able to find inspiration in a challenging task, allowing people to productively use their craving for constant stimulation and avoid addiction. Their attitude towards the patient is full of acceptance, they talk about techniques that allow the patient to be heard and understood by his relatives and friends, which makes it possible to turn from experiencing problems to overcoming them. nine0005

There are many differences in the approaches to understanding and treating ADHD in the US and Russia, from diagnosis to drug therapy. Despite the fact that in many textbooks in Russian it has long been written that in half of the cases ADHD does not disappear in adulthood, it is quite difficult for patients to make a diagnosis and receive therapy and treatment. It is hoped that the transition to the ICD-11 and the release of new books and clinical guidelines will gradually change the situation.

Diagnosis of ADHD, even in childhood, is not always easy. I would like to draw the attention of specialists and parents that the short and long Conners scales and the Vanderbilt Diagnostic Questionnaire for Parents have been translated into Russian and are available. You can refer to the scales developed by Sukhotkina N.K. and Egorova T.I. (“Rating Scales for Attention Deficit Hyperactivity Disorder”, 2008), as well as to the works of Zavadenko N.N. nine0005

The most important difference between approaches to ADHD in Russia and the USA (as well as Europe and Latin America) is the issue of drug treatment. Some drugs with proven effectiveness, namely, all psychostimulants, are banned in Russia and included in the list of narcotic substances and their precursors. It is important to remember that attempting to purchase such medicines for therapy or importation (even with a prescription) will be subject to criminal prosecution.

In fairness, it should be noted that earlier in our country there were scientific studies and clinical practice of using stimulants for the treatment of ADHD (see, for example, the article by Uzbekov M.G. "Hyperkinetic syndrome as a manifestation of disorders in the development of monoaminergic systems of the brain", 2006) However, today we have completely different principles and traditions of therapy: among drugs with proven effectiveness, atomoxetine, nootropic drugs, neuropeptides, antidepressants, etc. are used. For those readers who want to study this issue in more detail, we suggest referring to the works of Zavadenko N. N., clinical guidelines Kornya E.V. and Kupriyanova T.A. For those readers who are interested in the role of various neurotransmitters (dopamine, norepinephrine, serotonin, oxytocin, and others) in the functioning of our brain and the principles of the operation of drugs, we can recommend the excellent series of lectures "Chemistry of the Brain" by Vyacheslav Dubynin, Professor of the Faculty of Biology of Moscow State University, which are available on online training -platforms. nine0005

When editing the book, we have tried to indicate all available Russian translations of books cited by the authors, provide explanations for scientific terms and phenomena, describe the methods of helping children, adolescents and adults with ADHD that are used in Russia. We hope that the editor's comments will make your acquaintance with the book even more exciting and interesting! Enjoy reading!

Nikiforova A.N.,
neuropsychologist of the Center for Assistance to Children with Learning Difficulties "Association of Dyslexia", leading neuropsychologist of the Center for Diagnostics and Correction "Itel"

Introduction

In 1994, we wrote the book Driven to Distraction ( [1] ), which introduced the public to an almost unknown syndrome: Attention Deficit Disorder (ADD) . And since we both have ADD, we were able to describe the syndrome "from the inside", and many were finally able to read about their own symptoms and how to live with them. Because we are also psychiatrists who have been in the field for many years, we have read a lot of research and written seven books (added up) on how to detect and diagnose attention deficit hyperactivity disorder (ADHD) and how to raise a child. with such a disease (or to be a partner, a doctor of a person with a similar diagnosis). nine0005

Now, twenty-five years after the first experience together, a lot has changed. Not only is almost everyone aware of the existence of ADHD, many people know someone who has it: a classmate, a colleague, a partner, or they themselves live with this syndrome. Teachers and head teachers are always trying to identify it, because a child with undiagnosed (or poorly managed) ADHD can wreak havoc even in small classrooms, not to mention burying their own potential. Recently, this name is often used lightly, jokingly: "I have a mild form of ADHD" is an excellent explanation for absent-mindedness, forgetfulness, erratic behavior, both one's own and others, with or without a diagnosis. nine0005

Another change: ADD is now called ADHD - "hyperactivity" has been added to make the name more relevant to real life with this symptom. In this book, we will use the more modern (and more formal) abbreviation.

EDITOR'S NOTE

In Russian-language literature, especially medical literature, we can find the abbreviation ADHD, that is, attention deficit hyperkinetic disorder (this term is used in accordance with the current International Classification of Diseases of the 10th revision), this is a synonym for ADHD. nine0005

Although the term is now ubiquitous, one thing remains the same: most people still don't understand how serious and complex the disease is. And they have no idea what breakthroughs in its study have occurred over the past few years. They only know caricatures and scraps of false or incomplete information. Millions of people suffer because of such misconceptions: they are either afraid to ask for help from a professional, or they believe that they do not need help. In the world of ADHD, the main enemy is ignorance. nine0005

For example: many people think that this is a childhood disease and that it will go away with age. In fact, now we know for sure that it does not pass at all. Even if the patient was diagnosed in childhood, the problem can affect adults to the same extent. And those who, at first glance, "outgrew" the disease, in fact, simply learned to compensate for its presence well - so well that it became invisible. We also know that ADHD may first appear in adulthood [2] . This often happens when life demands more from a person than he can handle. Classic examples are a mother after the birth of her first child, or a student entering the medical school. In both cases, daily organizational demands skyrocket, and the person exhibits symptoms of ADHD that have been successfully managed in the past. Then you can (and should) diagnose ADHD. Adult-onset ADHD is a condition listed in the psychiatrists' handbook, the 5th Edition Diagnostic and Statistical Manual of Mental Disorders. 0259 DSM-5 - Diagnostic and Statistical Manual ).

EDITOR'S NOTE

DSM-5 is developed by the American Psychiatric Association, it contains a large amount of information on the diagnosis, prevalence, risk factors for various mental illnesses and is of great practical importance, psychiatrists all over the world are familiar with its criteria. In the Russian Federation, psychiatrists rely on the International Classification of Diseases, currently using ICD-10 (International Statistical Classification of Diseases and Related Health Problems, 10th revision), from January 1, 2022, the introduction of ICD-11 began. In the ICD-1, ADHD is coded as a hyperkinetic disorder (code F90, see the ICD for more subtypes) and belongs to the category “Emotional and behavioral disorders, usually beginning in childhood and adolescence”. In the ICD-11, the term ADHD appears - “Attention Deficit Hyperactivity Disorder” (code 6A.05, see subtypes in ICD-11), it is included in a new heading “Disorders of neuropsychic development” (it also includes intellectual and speech development disorders , autism spectrum disorders, disorders in the development of learning skills, coordination of movements, etc.

Others are sure that ADHD is a fabrication of the pharmaceutical industry, created in order to sell the last manufactured drug. This is not true, although over the years charlatans have tried very hard to confuse the public mind about which drugs work and why.

There are also those who hold the even less flattering view that ADHD is just an abstruse synonym for laziness, and that those who "have it" simply lack the good old discipline! In fact, the word "lazy" is completely inappropriate here. The brain of a person with ADHD is constantly at work. This does not always translate into productivity, but it's not a lack of motivation or energy. nine0005

The main misconception of a huge number of people in connection with ADHD is the belief that this serious disease is actually of very few people. This is a gross mistake.

EDITOR'S NOTE

In February 2021, the World ADHD Federation website published a new "World ADHD Federation International Consensus Statement: 208 Evidence-Based Findings about the Disorder". A Russian version is available prepared by psychiatrists from St. Petersburg Medical University https://www.adhd-federation.org/publications/international-consensus-statement.html. The previous statement was published in 2002 to dispel the myths that surround the diagnosis of ADHD. nine0005

First, ADHD is not uncommon. More than five percent of the population is affected by it, and in fact, most likely, even more, because there are people who seem to be doing fine (although it could be even better), so they are not diagnosed with ADHD. The paucity of professionals who know how to correctly diagnose ADHD also distorts the statistics. And since information travels at the speed of light these days and we are surrounded by stimulants (pictures, sounds, data) everywhere, so maybe everyone really does have “a little bit of ADHD” now: people are more distracted, forgetful and less focused than when whatever it was before. There is even a new term for this modern disorder, which we will discuss in the first chapter. nine0005

Ignorance about ADHD can cost lives. Literally. ADHD can be a scourge, a lifelong relentless struggle; Attention Deficit Hyperactivity Disorder (ADHD) may be the reason why a brilliant person will not succeed, but will live a life full of irritation, shame, failure and calls to try harder, pull himself together, change. This can lead to various addictions, suicide, criminal acts (prisons are full of people who don't even know they have ADHD), risky behavior, and reduced life expectancy. nine0005

Psychologist Russell Barkley [3] , one of the leading experts in our field, cited startling statistics to explain this phenomenon.

“Compared to other killer diseases, ADHD is very dangerous. Smoking, for example, reduces life expectancy by 2.4 years, and if you smoke twenty cigarettes a day, by about six and a half years. For people with diabetes and obesity, life expectancy is reduced by a couple of years. For people with high blood cholesterol - for nine months. ADHD is worse than the top killers of Americans, even when added together.” nine0261

ADHD can take an average of thirteen years from a person. Barkley continues.

“And that's not counting the increased risk of accidental injury or suicide. <...> About two-thirds of people with ADHD experience a maximum reduction in life expectancy of twenty-one years.

Given everything we now know about ADHD, including the latest research, we can safely say that things could be different! It's time to think about it in a new way. nine0005

Let's start with the fact that medicines help. Dr. Barkley's words:

“Of all psychiatric illnesses, ADHD is the easiest to treat. We have more drugs with <…> long-term effect and good reviews that change people's lives for the better, statistically - more than drugs for other diseases. These are almost the safest drugs in psychiatry.

We also know that, in addition to (or along with) a first aid kit, a range of behavioral strategies can help to cope with ADHD – from exercises to help you relax and focus, to various ways to awaken the rich and vivid imagination of a person with ADHD and find an inspiring challenge – activities that best suit the brain that needs to stay active. nine0005

As clinicians, we have seen for ourselves that these strategies work and make a difference in our patients' lives. We tell some of their stories in this book (using fictitious names to protect clients' right to privacy). Thanks to exciting breakthroughs in brain imaging and the keen interest of neuropsychiatric scientists, we understand exactly why and how these strategies work. In chapters 2 and 3, we look at interesting explanations of how the ADHD brain works so that everyone will be clear about what we are talking about. nine0005

But before we move on to the instructional part of our program, we need to pay attention once again to the word we used above: "strength." Yes, ADHD is a terrible force that brings pain to millions of people. But if it is curbed, it will awaken talents in a person that can neither be mastered nor bought. Often it is a source of creativity and creativity. It entails inventiveness and extraordinary thinking. It can even become a real superpower for you or your child. If you truly understand ADHD and take control of it, it can be the key to unlocking your potential, turning into a path to success that you may not have dreamed of. And we have already said that we observe this every day. nine0005

Children with ADHD are often explained with a simple analogy that applies to adults as well: a person with ADHD has the power of a Ferrari motor but the brakes of a bicycle. The problem is the mismatch between engine power and braking ability. The solution is to increase the brakes.

In short, ADHD can be a unique superpower, for nothing - if you approach it wisely. Key words: "wisely". Depending on our understanding of ADHD, we may be happy or upset about how having the syndrome makes us different from others. One of the main reasons we decided to write this book is to help you or someone you love understand that you (he, she, they) are different and enjoy it. If you know who you are, it's easier to love yourself. The phrase “knowledge is power” has never been so relevant.

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