With 1 in 20 pupils having ADHD, this course will give you the essential knowledge to help and support an ADHD child in your classroom.
The aim of this online course, ‘Teacher Training Primary: ADHD and the Principal Educational Strategies’ is to educate Primary school teachers and SNAs on ADHD and give them the strategies and methods to help, support and get the best from an ADHD child in your classroom. It will commence on 24th February 2021.
The skills explored will increase classroom productivity and attendance, so improving confidence and peer to peer relationships in pupils with ADHD and engagement of Educators, improving understanding and awareness of ADHD nationwide. This programme will motivate teachers to become ADHD champions in their school, enabling them to take appropriate individual and collective action within their schools towards a positive classroom experience for all.
Our ADHD course for educators is structured in three sections:
1) What ADHD is and isn’t, including up to date research, key features, diagnostic criteria comorbidities, executive functioning impairments, emotional disregulation and the different presentations of ADHD, including gender.
2) The learner’s experience of ADHD, including working with parents.
3) Strategies that work in the classroom- including support for executive functioning, literacy, anxiety, movement and activity and therapeutic approaches.
The course is structured around the 6 key strategies for achieving good outcomes in education for learners with ADHD of all ages.
This event will be delivered by Colin Foley who is the training director of the ADHD Foundation UK, the largest patient led service of its kind in the UK. Colin has trained 4,000 teachers in the past year alone.
After a twenty five year teaching career in the secondary sector up to Senior leadership level, Colin was the first Specialist Leader in Education to be appointed in his area and led the Outstanding Teacher Programme and the Improving Teaching programme for the National College in St Helens and Knowsley. Colin’s work for the ADHD Foundation is grounded in empowering teacher’s to deliver outstanding outcomes for children and young people with ADHD through raising awareness of the specific symptomatology of the condition and through providing practical classroom strategies that every teacher can use at all key stages.
Testimonials from people who took part in this course previously:
“The depth of knowledge of Colin Foley on the topic and the relativity of his teaching background made this course really excellent”
“Given by a teacher to teachers. Extremely interesting, and quick moving.”
“Strategies that I can use immediately in the classroom to help kids with ADHD”.
Click here to sign up on eventbrite.
On behalf of ADHD Ireland we would like to take this opportunity to thank you for your support in what has been a very difficult year for us all, and to wish you a Happy Christmas and a great 2021!
The office will be closing on the 23rd December at 12pm and will reopen on the 4th January. Our support line will be unmanned over that period but if you like please do leave a message and we will get back to you on our return. Alternatively please email [email protected].
Do have a great one!
The Trinity College Dublin ADHD research group and HSE ADMiRE ADHD specialist service are delighted to launch their ADHD information website for ADHD awareness month.
To view the new site click here
Please check out the website and help to make it as efficient as possible by completing the following anonymous 2 minute feedback survey at this link
Brought to you by the Trinity College Dublin ADHD research group and HSE ADMiRE ADHD specialist service.
From: Irish Medical Times, 30th September 2020
Academic Psychologist Dr Kate Carr-Fanning addresses the challenges of diagnostic guidelines in ADHD, particularly a need for greater recognition for ADHD in girls, which has to be followed up with a multimodal approach to treatment in all identified patients
Have you come across attention deficit hyperactivity disorder (ADHD) in your practice? It is so common it would be almost impossible not to. A safe bet would be that you have come across it more often than you realise. There are the “well-known” aspects of ADHD, the classic image of the hyperactive child “bouncing off the walls”, unable to sit still or focus on anything. But, there is a lot that can go unrecognised. Sometimes children and adults fall through the cracks, and may have secondary issues treated, while ADHD goes unnoticed.
What is more, the impact of ADHD, across many, if not all, areas of life, means its effects can be found in doctors’ offices, hospital emergency rooms, courts of law, the Social Welfare Office, the family home, entrepreneurial roadshows, as well as the stereotypical image of the school principal’s office.
ADHD is a neurodevelopmental disorder characterised by hyperactivity, impulsivity, and/or inattention.1
It affects approximately 5-6 per cent of children.2 While there is some variability, and both severity of ADHD and comorbidity have an impact, for those diagnosed in childhood, the majority will continue to meet the diagnostic criteria or struggle as a result of their ADHD into their adult life.3,4
Presentation of ADHD
According to the Diagnostic and Statistical Manual (DSM5),1 ADHD presents itself in one of three ways, with diagnostic rates varying based on presentation.
One epidemiological survey found that in childhood, the combined presentation (hyperactivity-impulsivity-inattention) was the most common, followed by hyperactivity-impulsivity, with the inattentive presentation being the least diagnosed.5
Inattention may go unrecognised, because these children do not fit into that stereotypical view of the hyperactive child; as a parent once said to me, “I couldn’t believe he had ADHD, sure he’s almost horizontal …’. These children and adults can lose focus often and easily, may process information more slowly, forget or lose things frequently, and may seem like they live in a daydream and/or in chaos.
ADHD is far more commonly diagnosed in boys in childhood, about five to one in most studies, however, diagnostic rates even out between genders in adulthood to a 1:1.6
At one point, this was attributed to the fact that girls tend to present with inattention and internalising problems (e.g., anxiety and depression), and with less externalising difficulties (e.g., hyperactivity).7
These ‘quiet’ children are often not disruptive at home and in school, and so they may fly under the radar.
However, other factors may also be involved,
evidence from the Zurich Cohort Study suggests that symptomatology varies (across genders) in early adolescence, with symptoms not becoming apparent for many girls until this age.
However, other factors may also be involved, evidence from the Zurich Cohort Study suggests that symptomatology varies (across genders) in early adolescence, with symptoms not becoming apparent for many girls until this age.8
This creates challenges for diagnostic guidelines, which require presentation before the age of 12 years.1 Moreover, there is clearly a need for greater recognition for ADHD in girls, indeed, for anyone with the inattentive presentation.
To understand ADHD, we must consider its impacts, that is, how it affects the lives of those with the condition, the people closest to them, and to the wider community. ADHD can have detrimental effects across many, if not all, areas of life, which has consequences not only for the person, but also for society (e.g., impacts on social welfare and the criminal justice system).
A compressive review would take too long to set out, and so a select few are considered here.
Children with ADHD tend to have poorer social skills, be less liked by their peers, have fewer friends, and experience rejection from an early age.10,14
This — together with risk-taking behaviours described above — may be linked with tendencies to associate with more deviant peer groups in adolescence.15 Children with ADHD have been found to be more likely to be both victims and perpetrators of bullying.16
Children with ADHD who also present with aggression may be even more likely to be victimised. These types of behaviours seem to be viewed by their peers as particularly unacceptable, and so the child with ADHD is targeted as a result.
There is some relationship between ADHD and the perpetration of bullying. However, we might need to be cautious on this one, because children with ADHD might respond to victimisation with aggression, and as a result be viewed by teachers as bullies.17 Conversely, positive relationships characterised by acceptance and understanding, may provide much-needed buffers for people with ADHD.7
Unfortunately, however, other relationships also seem to be characterised by conflict, such as those with teachers and family members.14
Indeed, ADHD is associated with greater family dysfunction – having a child with ADHD can cause a lot of stress for parents and siblings, and can contribute to conflict and financial difficulties (e.g., sometimes one parent cannot work, treatments often cost money, or lost items need to be replaced).
Parents might struggle with their own sense of parent efficacy, such as viewing themselves as a ‘bad mother’ and they might feel stigmatized and judged by others, and so isolate themselves.14
Due to high heritability there may be multiple family members with ADHD in the home, which leads to even greater stress and dysfunction in the home.
Adults with ADHD may struggle to stick to routines, provide structure, and remain calm, which are essential skills when raising a child with ADHD.18
As a result, intervention may need to adopt a holistic approach, providing support for the whole family and, where necessary, providing parents with treatment for their own ADHD-related challenges.
The majority of children with ADHD experience some degree of academic dysfunction, independent of their intellectual ability. These students are more likely than their non-disorder peers to experience failure, be held back a year, and drop out of secondary school.15,19
A longitudinal study in the USA found that students with ADHD were less likely to attend university.20 However, findings consistently point to two predictors: “academic problems” and “disciplinary problems”; students with ADHD who also have higher levels of one or both of these, are less likely to progress to third level.20
These findings are significant, because if we know what areas to target we can provide educational and healthcare interventions, to support children with ADHD completing their education, which has benefits not only for them, but also for society. Indeed, given these issues in education it is unsurprising that occupational outcomes are also not as positive for those with ADHD. Adults with ADHD are more likely to earn less, be unemployed, and either get fired or “job hop”.15,20
Perhaps one of the least acknowledged effects of ADHD would be its strengths. The ADHD community boasts many famous and talented people among its ranks from entrepreneurs and inventors, to musicians and actors.
A question has always been do these people succeed because of their ADHD or in spite of it? While this research area is definitely in its infancy, a survey of 174 experts across 11 disciplines and 45 countries identified a range of positive attributes, such as creativity, energetic, fun to be around, the ability to be flexible and multi-task, along with resilience and risk-taking.7
Another study found that university students with greater ADHD-like behaviours were more likely to have entrepreneurial intentions.9 Indeed, while risk-taking might be associated with concerns in adolescence (e.g., substance misuse or sexual behaviour), it is generally true that you have to be willing to take risks if you want to set up on your own.
David Neeleman, founder of JetBlue, might have struggled with his ADHD in childhood, but credits his success in part to his willingness to take risks and think outside the box.21
A struggle to cope
Notwithstanding the enormous potential of people with ADHD, the condition tends to co-occur with other difficulties, indeed, this is the rule, rather than the exception.
As a result, in contrast to current trends around “living your best life” people with ADHD often struggle to cope. They may feel more stress and overwhelmed trying to live up to social expectations.7,14
It is possible that this struggle to cope, in part, is responsible for the fact that ADHD is linked with a range of psychosocial difficulties and disorders.
People with ADHD report more negative self-concepts and lower self-esteem, as well as higher levels of anxiety, depression, self-harm, and suicide.7,10,11 ADHD is also linked with externalising problems. A substantial body of evidence suggests that there are higher percentages of people with ADHD-like behaviours in incarcerated populations, than in the general population.13
This link is unlikely to be based on chance alone. However, what this research finding does not show is whether these people had received any specific support earlier in life, leaving one to wonder if these longer term outcomes are linked to untreated ADHD.
All people are ‘packages’
We are all a ‘package’ — made up of strengths and difficulties — and this is no exception for people living with ADHD. However, people with ADHD may experience a lot more challenges and struggle to cope with the demands of life.
Indeed, the quality of life and outlook across a range of critical areas for those with ADHD looks pretty bleak. Is it any wonder then that people with ADHD also have a lot of psychosocial difficulties? One of the most frustrating aspects of all of this is that ADHD is extremely treatable.
With the right kinds of support and understanding, people with ADHD can go on to be successful and live happier lives. Perhaps Ireland’s next great entrepreneur is sitting in a classroom somewhere trying to focus on what her maths teacher is saying.
I sincerely hope she gets the supports she needs and deserves. This requires identification and a multimodal approach to treatment, with healthcare professionals working in partnership with other stakeholders (e.g., schools, patient organisations, etc.).
Dr Kate Carr-Fanning is a Senior Lecturer in the School of Psychological, Social, and Behavioural Sciences in Coventry University, UK. Written for Irish Medical Times, September 2020.
- American Psychiatric Association (2013). Diagnostic and Statistical Manual (5th Ed.).
- Polanczyk, G. et al. (2007). The worldwide prevalence of ADHD: a systematic review and metaregression analysis. Am. J. Psychiatry, 164(6), 942-948.
- Uchida, M. et al. (2018). Adult outcome of ADHD: an overview of results from the MGH longitudinal family studies of pediatrically and psychiatrically referred youth with and without ADHD of both sexes. J. of Attention Disorders, 22(6), 523-534.
- van Lieshout, M. et al. (2016). A 6-year follow-up of a large European cohort of children with attention-deficit/hyperactivity disorder-combined subtype: outcomes in late adolescence and young adulthood. Eur. Child Adolesc. Psychiatry, 25(9), 1007-1017.
- Larsson, H. et al. (2011). Developmental trajectories of DSM-IV symptoms of ADHD: genetic effects, family risk and associated psychopathology. J. Child Psychol. Psychiatry, 52(9), 954-963
- Kooij, S.J. et al. (2010). European consensus statement on diagnosis and treatment of adult ADHD: The European network adult ADHD. BMC Psychiatry, 10, 67.
- de Schipper, E., et al. (2015). A comprehensive scoping review of ability and disability in ADHD using the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY). European Child & Adolescent Psychiatry, 24(8), 859-872.
- Murray et al. (2019). Sex differences in ADHD trajectories across childhood and adolescence. Developmental Science, 22(1), e12721.
- Verheul, I., et al. (2015). ADHD-like behavior and entrepreneurial intentions. Small Business Economics, 45(1), 85-101.
- Wehmeier, P.M., et al. (2010). Social and emotional impairment in children and adolescents with ADHD and the impact on quality of life. Journal of Adolescent Health, 46(3), 209-217.
- Harpin, V.A. (2005). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Arch Dis Child, 90, i2–i7.
- Anastopoulos, A. D., et al. (2011). Self-regulation of emotion, functional impairment, and comorbidity among children with AD/HD. J. Atten. Disord. 15, 583–592.
- Young, S., et al. (2015). Co-morbid psychiatric disorders among incarcerated ADHD populations: a meta-analysis. Psychological Medicine, 45(12), 2499-2510.
- Carr-Fanning, K (2015). A study of stress, emotion, and coping in children with ADHD. Ph.D. from Trinity College Dublin.
- Barkley, R.A. (2013). Attention-Deficit/Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th edition), Guilford Press, New York, NY.
- Žic Ralić et al. (2016). The relation between school bullying and victimization in children with ADHD. Journal of Sp.Ed. and Rehabilitation, 17(3-4), 105-121.
- Wiener J., & Mak M. (2009). Peer victimization in children with attention-deficit/hyperactivity disorder. Psychol Sch 2009; 46(2):116–131. doi: 10.1002/pits.20358.
- Carr-Fanning, K. & McGuckin, (under review). “I find it really difficult to control myself too”: A qualitative study of the effects on the family dynamic when parent and child have ADHD.
- Breslau, J. et al.(2011). Childhood and adolescent onset psychiatric disorders, substance use, and failure to graduate high school on time. Journal of Psychiatric Research 45(3), 295–301.
- Kuriyan, A.B. et al. (2013). Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD. Journal of Abnormal Child Psychology 41(1):27–41.
- Dimov, D. (2017). Why ADHD can be a valuable bonus for entrepreneurs. The conversation: http://theconversation.com/why-adhd-can-be-a-valuable-bonus-for-entrepreneurs-75255.
Status: Part-time 18.75 hours, fixed term
Location: Carmichael Centre, North Brunswick Street, Dublin 7/ or work from home
Reporting to: CEO ADHD Ireland
ADHD Ireland’s Vision and Mission
ADHD Ireland envisages a future where all individuals affected by ADHD are included, supported, and empowered in all contexts of their lives (e.g. school, work, home, and socially) to participate fully within, benefit from, and contribute meaningfully to Irish society. ADHD Ireland is the national organisation that will enable this.
ADHD Ireland’s mission is to make life better for all people affected by ADHD, by raising awareness, knowledge, and understanding of the condition, providing practical services, and by creating a support network of volunteers and staff to underpin these activities. To help us create the awareness around the condition we wish to appoint a Communications and Education Manager.
Specific Roles and Responsibilities
- Produce and update marketing copy for our website, and manage website content overall
- Research and analyse marketing activities to ensure key audience delivery
- Edit and produce multimedia content to support planned marketing communications campaigns using a variety of platforms
- Produce, edit and distribute updates and materials for external and internal audiences, dealing sensitively with those whose personal experiences might be featured
- Help market and communicate events, such as seminars, conferences, and events for the public, both on and offline as required
- Provide creative, editorial and operational support for communications projects and report on progress
- Identify opportunities for ADHD Ireland representatives to contribute to public debate on areas that impact our community
- Review material regularly, to ensure its continued relevance and impact
- Manage and moderate content across all our Social Media platforms
- Build internal communications with both internal and external stakeholders
- Create press releases and statements as required
- Develop and maintain relationships with media to secure and grow positive media coverage
- Act as a brand champion and spokesperson as required
- Maintain library system for press cuttings, monitor cuttings and report for all our activity
- Be the brand champion for ADHD Ireland and ensure consistent branding is used in all communications
- Roll out and manage all communications activities in line with agreed budgets
- Provide regular updates on plans and progress to CEO/Line Manager
- Carry out post campaign evaluation analysis and regular monthly reporting on all online platforms
- Good understanding of the community/charity and voluntary sector along with key audiences
- Good working knowledge of digital platforms such as Google Adwords
- Strong working knowledge of online Marketing tools such as Mailchimp
- Experience working with and managing social media platforms and showing significant growth against measured KPI’s
- Hands on experience with web content management tools such as Word Press
- Campaign budget management experience, costing and forecasting
- Proven networking abilities with relevant media agencies
- Strong presentation skills and experience
- A willingness to travel the length and breadth of Ireland carrying out awareness talks to a broad range of organisations such as schools, community organisations, libraries etc.
- Excellent written communication and copy editing skills
- Experience of developing and managing Public Relations campaigns is desirable
- Demonstrated broad knowledge and understanding of practice in the area of community/local development
- Strong organisational skills and ability to manage multiple tasks
- The ability to be flexible and creative in a changing environment
- A strong understanding around the political framework that underpins the delivery of mental health services in Ireland for both adults and children and how to positively create change in that environment, would be desirable
- A third level qualification in a related discipline
- Three or more years’ experience in a similar communications role or organisation
- Very strong organisation, time management, people management and analytical skills
- Ability to lead, motivate and influence across a team
- Very good interpersonal, negotiation and diplomacy skills
- Ability to build and maintain relationships
- Ability to maintain attention to detail at all times
- Ability to work to tight deadlines
- A pro-active and can-do attitude
- Carry out any other duties as required that are consistent with the responsibilities of the post
- Maintain confidentiality on all matters relating to staff, volunteers, clients and general ADHD Ireland business
- Adhere to all ADHD Ireland Policies and Procedures currently in operation
- Project a positive image of ADHD Ireland at all times
- This position will be subject to Garda Vetting
- Travel around the country will be a part of the role, access to a car and possession of a full clean driving licence will be required
Please send your Curriculum Vitae with a covering letter explaining why you wish to apply for the position, highlighting your relevant skills and experience to Ken Kilbride at [email protected]. Please use the reference ‘Communications Manager’ when applying.
If you would like to have an informal discussion about this position please contact Ken Kilbride on 01-874 8349 or 087-2492863 anytime.
The closing date for receipt of applications is 5.00pm on 30th October 2020. Initial shortlisting will be on the basis of the information contained in the CV and covering letter. First interviews will be held by Zoom in early November.
The first interview may reduce the initial short list and remaining candidates may be invited for a second interview.
The role will be subject to Garda vetting and reference checks.
ADHD Ireland together with ADHD Foundation UK, are delighted to bring you an international online conference featuring world-renowned keynote speaker, Dr Ned Hallowell, a leading authority in the field of ADHD, best selling author and board-certified child and adult psychiatrist.
The conference will be hosted across the day, but with an a la carte offering, where you can dip in and out to view speakers and topics that most interest you. The session will open with a keynote from Dr Hallowell but will feature a varied line-up of expert speakers in the field of ADHD throughout the day.
Schedule of Event:
1.30pm: Welcome address (Dr Tony Lloyd, CEO ADHD Foundation UK and Ken Kilbride, CEO ADHD Ireland)
2pm: Dr Ned Hallowell, keynote: ‘Why ADHD can be strength when you learn to manage it – and why is can create chaos in your life if you don’t’
3pm: Dr Amanda Kirby GP & Psychiatrist and Parent of a child with ADHD– ADHD in Girls and Women – why it presents differently and why so many women are missed
3.30pm: Nicola Coss, ADHD Ireland: ADHD and Mental Health
4pm – 6pm: Break
6pm: Emma Weaver Director at ADHD Foundation Neurodiversity Charity “What Parents of Children with ADHD need to know” (With free downloadable resources)
6.30pm: Dr Finian Fallon, chartered psychologist and psychotherapist, with Harriet Parsons, Bodywise: ADHD, Obesity and Eating Disorders
7pm: Ned Hallowell, closing address: My Family and ADHD
7.30pm: Q&A from full conference
Dr Ned Hallowell, biography
Edward (Ned) Hallowell, M.D., is a board-certified child and adult psychiatrist, a thought leader, a NY Times bestselling author (including the 1994 Driven to Distraction that sparked a revolution in our understanding of ADHD), a world-renowned keynote speaker and a leading authority in the field of ADHD.
Dr. Hallowell is a graduate of Harvard College and Tulane Medical School. In addition, he was a Harvard Medical School faculty member for 21 years. He is the Founder of The Hallowell Centers in Boston MetroWest, New York City, San Francisco, Palo Alto and Seattle. Finally, he is the host of the popular Distraction podcast.
Tickets €10 for the full day. To book, click this link
Brought to you by ADHD Ireland, ADHD Foundation UK The Neurodiversity Charity, Equazen and Witherslack Group
Have you found that either yourself or your child has been referred for assessment or treatment for ADHD to a specialist, but you are not really sure what the difference is between a psychologist and a psychiatrist?
Many people come to us at ADHD Ireland for advice on where to go next once they discover that either they or their child may need an ADHD assessment.
This short guide outlines the difference between both professionals, so that you can be informed in your decision on taking the next step in your ADHD treatment:
The 3 Key Differences:
- Psychiatrists are qualified medical doctors, psychologists are not.
- Psychiatrists can prescribe medication, psychologists cannot.
- Psychiatrists can diagnose, manage treatment, and provide a range of therapies for all levels of mental illnesses, including ADHD. Psychologists can diagnose mental illnesses, but their form of treatment and therapy focuses primarily on non-medication-based treatment such as psychotherapy (talk therapy) to help patients.
Psychiatrists are medical doctors with at least 12 years’ training, or more. They first do a medical degree at university before qualifying as a doctor and then they complete at least six years of training in the diagnosis and treatment of mental health problems.
They can treat complex conditions including severe depression, schizophrenia, bipolar disorder, etc.
Their methods of treatment include prescribing medication, psychological treatments, cognitive-behavioural therapy (CBT) and general medical care, including your health and response to medications.
Currently in Ireland, all consultant child psychiatrists and psychiatrists working with children and adults with intellectual disability can diagnose and treat ADHD. However, many consultant adult psychiatrists are not yet trained to do so. This training is now being provided for trainee adult psychiatrists as a first step in addressing this issue. This is organised by the HSE Adult ADHD National Clinical Programme in association with the College of Psychiatrists of Ireland.
Psychologists have at least 6 years of university training and supervised clinical experience. They may also hold a Masters or Doctorate level qualification in psychology. If they have a Doctorate (PhD) a psychologist can call themselves ‘Dr’, but they are not medical doctors.
Clinical psychologists have special training in the diagnosis and treatment of mental health problems.
Psychologists are more likely to see people with conditions that can be helped effectively with psychological treatments. This might include behavioural problems, learning difficulties, depression, and anxiety. Not all psychologists are trained in the diagnosis and treatment of ADHD.
If you would like more information, please contact us on 01-8748349 or [email protected]
ADHD Ireland is delighted to announce a partnership with Specialisterne Ireland, a specialist consultancy that recruits and supports talented people with neurodiverse needs. Together, we are launching a pilot, which aims to support adults with ADHD to move closer to achieving their career goals.
Many individuals who are neurodiverse struggle with interviews and benefit from a step by step approach to the interview process used by current employers. Specialisterne’s experience helps employers recruit and retain talented people and grow diverse, effective teams.
Specialisterne Ireland provides an intensive interview skills programme with individualised assessment, CV preparation, and interview training at no cost to the individual. They provide guidance on workplace etiquette and the corporate environment. They help candidates to identify the best of their educational and workplace experience for upcoming interviews and provide mock interviews to prepare.
Specialisterne Ireland have several fantastic partner companies such as SAP, DPS Group, Northern Trust, Pfizer, Accenture, AIG and many more. Through their employer partnerships, they arrange for candidates to be recruited through a neurodiverse friendly process.
To find out more click here
Are you interested in a course which explores how to understand and support your child with ADHD?
We are delighted to have teamed up with Education Elephant who bring you a series of comprehensive online courses to help you manage your child’s ADHD.
The courses are divided into three – or you can book into a bundle of all three of them, depending on your preference:
- Understanding ADHD in Children and Young Persons
- Managing Anxiety in Children with ADHD – a Parent Guide
- Self Regulation and Behaviour Support Strategies for ADHD Children at Home and School (6 – 13 years)
- Bundle – all three courses
We are delighted to offer you an exclusive discount code for all courses with a 20% discount off the three individual courses or a 33% discount off the bundle. Full details are outlined below.
All courses are online and can be accessed at your own leisure, complete a self-paced online course which you can decide when to start and finish. You will have access to the course content – videos lessons and downloadable resources – for life. You can access them again and again as often as you wish.
The courses are run by Dr Kieran Merriman, PhD and the team at Education Elephant.
Understanding ADHD in Children and Young Persons, €79 (or €63.20 with discount code ADHDIreland20)
Knowledge is Power. Understanding what ADHD is and how it effects the brain and behaviour of the ADHD child is the first step to supporting them. This course, written by psychologists, presents the most current research and thinking around what ADHD is and both the positive and negative effects the diagnosis can have on the child and their family. The course will show you how the brain of a person with ADHD functions differently to that of a typical person and show you how much of the child with ADHD does is out of their awareness and control. The course will give an overview of the different supports that are available for the ADHD child and discuss the most effective interventions. The course is suitable for anyone working with ADHD children including parents and teachers.
Total course length: 48 minutes approx.
To register for Understanding ADHD course, click here
Managing Anxiety in Children with ADHD – a Parent Guide, €39 (or €31.20 with discount code ADHDIreland20)
A large number of people with ADHD suffer from anxiety and even depression. Sometimes anxiety can be hard to spot in children because they don’t tell you, or don’t know how to tell you, that they are feeling anxious. Anxiety in young children is very upsetting not just for the child but for their parents and family too. This course will show you how to identify anxiety and how to help children identify their feelings. The course will present a number of simple techniques that can be used at home to help reduce anxiety in children with ADHD.
Total course length: 17 minutes approx.
To register for Managing Anxiety course, click here
Self Regulation and Behaviour Support Strategies for ADHD Children at Home and School (6 – 13 years), €79 (or €63.20 with code ADHDIreland20)
The best support for a child with ADHD comes when both home and school work together. Understanding the key challenges both face as well as how to manage them is the first step towards planning effective support. This course will demonstrate how self regulation and executive function can make home and school life for a child with ADHD and will show both parents and teachers what they can do to help. Self Regulation is a key area of support in ADHD. Self regulation refers to our ability to manage our own internal world, our emotions, our impulses and our behaviour. Through no fault of their own many children with ADHD have difficulties with self regulation and these difficulties can get them in trouble and lead to poor self esteem. Interestingly, it’s not just the child’s regulation skills that can cause problems but also the parent and teachers regulation skills that can also cause problems! This course will teach how self regulation is effected in the ADHD brain and show you the role that you will play in supporting them. The course will present a number of different regulation strategies and techniques which can be used at home and in school to support the ADHD child.
Total course length: 78 minutes approx.
To register for Behavioural Support Strategies course, click here
Bundle – all three courses, €149 (or €99 with code ADHDIreland99)
This course is part of a 3 course package which includes:
Course 1: Understanding ADHD (48 mins 29 secs)
Course 2: Managing Anxiety in Children With ADHD (17 mins 38 secs)
Course 3: Behavioural Support Strategies for Children with ADHD (77 mins 54 secs)
Total course length: 2 hours 49 minutes
To register for the Bundle of all three courses, click here
Course Tutor Biography: Dr. Kieran Merriman
Dr. Merriman holds a PhD in Clinical Psychology from University College Dublin and was awarded a Doctorate in Counselling Psychology from Trinity College Dublin. Dr. Merriman recently received the Therese Brady Award from University College Dublin in 2019 for his work in the area of families and children with additional needs. Dr. Merriman has specialised in several areas of psychological therapy and research including Autism, parents of children with additional needs and is an accredited Early Start Denver Model Practitioner.
Dr. Merriman has also conducted published research on Autism with a special interest in group based interventions for parents of children with additional needs and has ample experience delivering interventions to children, families and parents struggling with behavioural, emotional and adaptive difficulties. Dr. Merriman works for several public and private bodies and with client groups of all ages experiencing a range of mental health difficulties and disabilities.
For further information or to register for any of the courses outlined above, click here