Friday, May 27, 2011

Procrastination and Adult ADHD


by Nancy Ratey
Who among us doesn’t love the luxury of an occasional lazy afternoon, putting off till tomorrow what we might have done today?

We all do, of course, but when people with ADHD procrastinate, they aren’t feeling momentarily lazy or giving in to a harmless, well-earned need to unwind. Procrastinating might qualify as a justifiable indulgence or a rare, sweet choice for the majority of people without ADHD, but for those living with it, there is nothing sweet about it. It comes layered with guilt and humiliation and an intuitive sense that you are letting others down.
For adults with ADHD, procrastination is a significant problem with a biological base, not an occasional reward for serious and consistent work or the result of a mood swing. And while you can learn to compensate for it, you can never change the biology in which your procrastination is rooted.

If you struggle with procrastination, you may find that working with an ADHD coach will help you to overcome this self-defeating behavior. Self-coaching with strategies that have helped others may also help you take control of your time, tasks, and talents. Try any of the following strategies as a start. Through trial and error, my clients and I have created all kinds of strategies, some of which might also give you ideas. Add your own personal touches to suit your own personal circumstances. Once the strategies begin to work, you can practice, practice, practice until they become new habits, a part of your brain's "machinery."


Keep the goal in mind.

One of the hardest struggles for my clients is keeping their goals in mind. If you can’t see your goals, you’ll be more likely to get off track. Devise methods to keep the goal in mind, and to see, and track, progress. Mark your goals with colored markers on a monthly calendar and post it where you will see it throughout the day, in the kitchen, perhaps, or over your workstation or desk.

Separate the set-up from the task.

Eliminate the confused feeling of “Where do I start?” by separating the set-up from the actual task. For example, place a blank word document with the title “Year End Report” on your computer desktop, but don’t start the report until later. You can do the same for paying bills by stamping and addressing envelopes at one time, but writing the checks and mailing them later. Doing the set-up as a separate task can make the task less daunting.


Establish and meet the minimal goal.

Start by defining the smallest possible goal that will accomplish something meaningful on the project or task. Call this the “minimal” goal and schedule a time to complete it. At the scheduled time, do only what you stated as minimal, even if it’s simply opening up a file and looking at the project for 10 minutes! That’s what I mean by minimal! This allows you to approach a tiny aspect of the project without becoming overwhelmed.


Limit time spent on making plans.


Do you tend to spend hours making detailed plans with the best of intentions, but never seem to get around to implementing them? Set a timer for 10 minutes, and allow yourself to write down only the basic things you need to do, not every single detail. Work on daily goals rather than scheduling every single minute. Then get moving!


Use rewards as good stress.


Most of my clients work well under pressure, so try to use this insight in a positive way. Set a lunch or dinner date with a friend, or plan to go to a movie. Tell your friend you can’t go until you’ve finished three hours of work on your project, or until you’ve cleaned your house, for example, and say that if you don’t finish, you must cancel. This is not meant to be a punitive exercise, but one to fire you up to get the work done.


Create false deadlines.


If you’re avoiding starting a long-term project, find someone you respect (and fear a little!) and set several mini-deadlines for handing in parts of the work. It can be your supervisor, boss, or a trusted advisor. For example, tell them, “I’ll turn in a draft of the first part of the report by next week.”

Many times this false deadline can stimulate you enough to get the work done. This strategy needs to be used carefully because it’s meant to create positive energy, not make you more stressed, so be realistic and don’t over-promise!


Beware of "productive procrastination."


A majority of my clients fool themselves into thinking they’re being productive by getting other projects of lesser importance off their plates first. Generally speaking, they can be incredibly productive doing everything BUT what they are supposed to be doing!

Beware! You are fooling yourself! Understand that much of this has to do with a sense of immediate gratification! See it for what it is. Use those small projects as rewards for actually working on your most immediate priority.


Remember the pain of the past.


A typical pattern my clients fall into is saying to themselves, “Let me clear my desk of other work first, then carve out time over the weekend for project X,” when history dictates that every time they do this, they put X off until the night before it’s due. This tactic might have worked in high school, but you know it’s not serving you anymore. Know that your brain will fool you in the moment and convince you that this time you’ll actually accomplish it. Ask others around you to remind you of the pain of the past. It’s one way you can stop this self-destructive cycle.


Create “safe” high stakes for yourself.


People with ADHD often wait until they’ve boxed themselves into the corner before they finally start a project. I know this about myself, so I’ve used the knowledge to my advantage. I take my laptop computer and drive to a parking lot or to a park bench. I turn on my computer and basically play a game of chicken with myself. I sit there staring at the battery drain, and without fail, when it hits 73%, my brain kicks in and I start to write like a maniac until the battery drains. Then I head home. Doing this always guarantees me roughly two hours of writing.


Keep daily lists.


Keep it simple in the beginning. Start the day by writing down your primary goal. At the end of the day, list as many things as you remember doing that day, and put a check next to each one that was connected to your goal. It will give you a clear picture of the relationship of your goals to your actions. It will also show you the kinds of things that pull you off course, so you can learn to identify barriers.


It bears repeating that the only “best” strategies are the ones that work for you individually, so the strategies that are most effective will probably be the ones you create on your own. If something seems “almost there,” modify it until it’s exactly right in your own life. And don’t forget that trial and error will reveal what’s best—which means don’t give up!

Tuesday, May 17, 2011

IS THERE A WAY ART THERAPY CAN HELP THOSE WITH ADHD?

DIG Coaching Practice presents an episode on Attention Talk Radio on the topic of how art therapy can help those impacted by attention deficit hyperactivity disorder (ADHD). Host Jeff Copper talks with Holly Oberacker and Tracey Bromley Goodwin, partners in Navigating ADHD, which offers a solutions-based approach to supporting families affected by ADHD. In this program, Holly shares how she uses art-based activities to address the social and communication needs of children and adults. Then, Tracey takes Holly's concepts and helps the same clients build skills and create action steps for implementing the strategies during her educational coaching sessions. The discussion reveals how it all comes together and can work for the right individuals.

Holly Oberacker is an art therapist with more than 12 years of experience using an approach that is solution-focused and proactive. She develops multi-sensory approaches to managing the emotional, behavioral, and communication needs of children diagnosed with ADHD, as well as mood disorders, anxiety, eating disorders, and other mental health issues. She holds a master's degree in art therapy from the University of Illinois at Chicago.

Tracey Bromley Goodwin is an educational coach and consultant with 18 years of experience in the field of education. For the last 10 years, she has been a learning coach on Cape Cod. Through her practice, The Power Within, Educational Consulting and Coaching, Tracey helps clients develop the self-awareness skills necessary to manage the symptoms of ADHD. Tracey is a seasoned speaker and was one of the first people in the United States to receive a master’s degree in education in curriculum and instruction with a specialty in conflict resolution from Lesley University.

The program will be broadcast live on Wednesday, April 27, 2011, at 8:00 p.m. (ET). The public is encouraged to join their interactive discussion by logging on to www.attentiontalkradio.com or by calling (646) 652-4409 to listen or ask questions.

Attention Talk Radio (ATR) is an Internet-based talk-radio show offering insight and insightful thinking to help prepare the mind to solve problems through insight or the sudden comprehension after viewing something in a different light. The show is broadcast live and streams from Attention Talk Radio’s studio page at www.attentiontalkradio.com, where visitors will find the show schedule and stream. Show archives are available to the public via iTunes or the RSS feed located on the studio page.

The show is hosted on Blog Talk Radio, a web-based platform where anyone with a phone or a computer may listen, participate, and interact. Blog Talk Radio has been featured on ABC News, the Washington Post, Portfolio, Talkers Magazine, and TheStreet.com.

pr-usa.net/index.php?option=com_content&task=view&id=698494&Itemid=30

Tuesday, May 10, 2011

Tuscaloosa ADHD Testing - Dr. Mark Prohaska


Call the Neuropsychology Clinic in Tuscaloosa, Alabama for an appointment to test for ADHD at (205) 344-6169. Visit our website for more information by clicking here.
When seeking an evaluation or treatment for AD/HD, it is important to see a qualified, licensed healthcare professional. In addition to ensuring that a particular professional has the required training, it is also important to work with a professional who has experience in dealing with this disorder.
There are several types of professionals who typically diagnose AD/HD. These include: physicians (especially psychiatrists, pediatricians, neurologists), psychologists, social workers, nurse practitioners, and other licensed counselors or therapists (e.g. professional counselors, marriage and family therapists, etc.).
In addition to those who may diagnose AD/HD, there are numerous other professionals who may have a role in providing treatment and other services for individuals with AD/HD and related disorders. These may include various types of therapists or specialists (such as occupational therapists, speech and language therapists, behavior therapists, educational specialists, etc.).
While all of the above professionals can provide treatment for AD/HD, only certain medical professionals can prescribe medication and perform thorough physical evaluations to rule out other possible causes of symptoms. These professionals are physicians (M.D. or D.O.), nurse practitioners, and physician assistants (P.A.) under the supervision of a physician. All professionals -- including medical/health professionals and educational professionals -- should work only within their scope of experience and expertise.
Because multimodal treatment is the cornerstone of treatment, it is important that all of the members of your treatment team communicate with each other on a regular basis.

National Resource Center on ADHD

Friday, May 6, 2011

Disrupting Disruption

Disrupting Disruption: Managing Disruptive Behavior Disorders in Children and Adolescents with ADHD

Two-thirds of children with ADHD have at least one co-occurring condition according to a recent health survey (see February 10 edition of ADHD in the News ). These findings reinforce existing data on children and adolescents.

Information on the Statistical Prevalence page of the NRC website indicates that Oppositional Defiant Disorder (ODD) is the most common of these coexisting conditions, occurring more than 40 percent of the time. Another common coexisting condition, which is more severe than ODD, is Conduct Disorder (CD). Both ODD and CD share common symptoms, such as short temper, an argumentative disposition, anger, and an overall refusal to comply with rules or listen to authority figures. CD carries additional risks, such as higher likelihood of negative contact with the justice system.

What can I do for my child who has ADHD and one of these conditions? Some basic strategies that will be useful to many parents include:

  • Proper use of medications.
  • Parent Training
  • Family Therapy
  • Psychosocial treatment/Behavioral Therapy.

“ODD symptoms, and conduct problems usually can be treated effectively with medications that have been effective for ADHD…” write Jeffrey H. Newcorn, Jeffrey M. Halperin, and Carlin J. Miller, (cf. ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults, Chapter 9 (available through the CHADD bookstore). “…but individuals with comorbid ODD or CD may require higher doses for effective treatment.” This underscores the need for effective medication management and a proper diagnosis. The NRC offers an FAQ to help find a treatment provider who can help manage ADHD and coexisting conditions.

Parent Training, such as CHADD’s Parent to Parent Program, can give parents tools to more effectively interact with their child. These classes teach skills and systems, such as effective use of rewards and punishments.

Family therapy helps the child and the rest of the family. Having a child with ADHD, or ADHD and coexisting conditions, can take a toll on the parents, their marriage, and siblings. Family therapy can help in dealing with and overcoming some of the challenges ADHD plus can lead to.

As for psychosocial treatments, What We Know #7: Psychosocial Treatment for Children and Adolescents with AD/HD offers comprehensive information. The focus is teaching children and adolescents skills they can master and apply across their lifespan. These skills can help achieve academic goals, behavioral goals, and social goals.

General information on ODD and Conduct Disorder can be found in the NRC’s information sheetWhat We Know #5: AD/HD and Coexisting Conditions: Disruptive Behavior Disorders.

It is not an easy road to walk when a child or adolescent has ADHD, and even more difficult when a disruptive behavior disorder is in the mix. The NRC offers further information and suggests resources that can help, and membership organizations such as CHADD can provide resources and support for parents who find themselves in this situation. Making use of all available information and resources can go a long way towards helping the child, and the rest of the family, cope with the challenges that arise.

Have questions about what you just read? Our health information specialists are here to help. Contact us at 800-233-4050 or online.


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