How to plan ahead when you have ADHD – Time Management Tips

12th February 2020/in Adults with ADHD, Articles, Bulletin /by adhdireland

Why Deadlines Pounce and Long-Term Plans Never Happen

Good time management requires you to make long-term goals and look into the future to figure out who you are, and who you want to be. Unfortunately, none of those things come easily to those with ADHD. Learn why ADHD makes planning for retirement (or even planning your next meal) difficult, and what you can do to overcome your natural present-focused mentality.

The second hand on your internal clock fell off. The minute hand ticks too softly. And the hour hand sticks from time to time. As a result, planning more than a week (even a day) in advance sometimes feels hopeless, and pointless. Some tasks drag on forever while others suck you in to a time warp. And deadlines almost never arrive without drama, stress, and extensions.

Like so many other skills, time management exists on a spectrum. At one end is Tim Ferriss with his “4-Hour Workweek;” at the other end are those of us with ADHD.

Good time management boils down to this: Effectively using the present moment to bring about a better future. Most worthwhile goals and projects require sustained effort over time in exchange for a positive long-term impact on our lives. The secret to smart time management is learning to manage behaviors and choices in the present moment with long-term goals and ambitions always in mind.

When your internal clock is almost never synced with reality, this is difficult. That’s where these external tools and motivational strategies come in. Read on to learn why ADHD makes time management difficult, and what people with ADHD can do to overcome their inherent challenges and create a better future.

How Does ADHD Affect Time Management?

According to Russell Barkley, Ph.D., time management is “the ultimate — yet nearly invisible — disability afflicting those with ADHD.” Why? The ADHD brain is inherently unable to anticipate and plan for the future, which typically manifests in two ways: people with ADHD often have a very short “time horizon,” and they engage in what’s called “temporal discounting.”

To understand a time horizon, imagine you’re standing on the edge of the sea and you can’t see a ship that’s many miles in the distance — at least not at first. But as the ship approaches the shore, it eventually crosses the horizon and enters your field of vision then details of the ship come into focus. A person with strong vision sees the ship earlier than does someone with poor vision — in other words, their “horizon” is much longer.

Similarly, a time horizon measures how close in time an event must be for a person to “see” it and feel motivated to take action. Students with a long time horizon may start working on a project the day it’s assigned and work steadily toward its approaching deadline. Those with a short time horizon, on the other hand, might not “feel” the deadline approaching until it’s nearly upon them. In extreme cases, some students don’t see a thing until the deadline has already passed.

Time horizons are correlated to age. Young children see just a day or two into the future, while adults are capable of looking ahead several weeks, months, or years at a time. People with ADHD, however, often have abnormally short time horizons — a phenomenon Barkley calls “future myopia.” It’s difficult for them to plan for the future because they don’t see the future as clearly as do their peers.

Another phenomenon that disrupts our ability to plan for the future is “temporal discounting.” This is an economics term that reflects this truth: the further into the future a reward or punishment is, the less attention we pay to it in the present moment. If you were offered $100 to shovel a snowy driveway, you might jump at the chance if payment were immediate. But if payment was delayed 3 months, the reward suddenly becomes a lot less attractive — making it much less likely that you’ll agree to do all that shoveling today.

Because everyone — not just those with ADHD — feels the present more strongly, it’s difficult to do challenging things now that won’t have an immediate positive impact. Temporal discounting explains why slimming down, for example, is hard for a lot of people; it’s difficult to find the motivation to eat right and exercise when the positive effects take time to appear.

People with ADHD engage in more temporal discounting than do those without ADHD — which means they tend to choose the option with more immediate payoff. Becoming fit and healthy might be more satisfying in the long run, but watching TV and eating ice cream is much more satisfying now — the reward in the moment takes precedence over the punishment or negative effect that comes later.

Time Management Workarounds

How can people with ADHD counteract this today-focused mentality? Here are a few strategies:

1. Externalise time. When your internal clock is unreliable, you need to lean heavily on external ones. Old-fashioned analog clocks — not digital clocks — are useful for this purpose; the moving hands physically represent the passage of time; the numbers of a digital clock can be too abstract. Another great tool is the Time Timer; it shows the remaining time as an ever-shrinking red slice on the clock’s face.

Some individuals externalise time by setting up systems that remind them of it constantly. That might mean setting alarms, utilising phone reminders, or scheduling to-do list items directly into a calendar. Designating specific times for specific regular tasks also helps to ensure they get done regularly.

2. Maximise motivation. To harness (and maintain) motivation before it’s too late, visualise a future where time is managed well, and compare it to an alternative reality. For example, a college student with a paper due Friday should ask how it will feel to pull an all-nighter at the library while all of his friends go out to parties.

To practice visualisation effectively, first acknowledge the common lies we tell ourselves to justify poor time management. Examples include: “I have plenty of time,” “I don’t really have to do that now,” or “I work best under pressure.” Confronting those lies, examining them, and admitting when they’re untrue, is critical to developing better time management over the long-term.

3. Eliminate distractions. A hallmark symptom of ADHD is distractibility, which can override even the strongest time management strategies. Since it’s easier to avoid distraction than it is to recover from it, set up your work environment to eliminate distractions and manage the temptation to get off task. This means different things to different people, but some commonly used techniques include: blocking tempting websites on your computer (using online tools like SelfControl or Freedom), putting your phone on Do Not Disturb, or facing your desk toward the wall so you’re not tempted to look out the window.

4. Don’t catastrophise. Sometimes people put off tasks or long-term goals because they imagine the endeavour is bigger, more complicated, and more difficult than it is in reality. But waiting until the last minute because the project seems too hard — or avoiding it altogether because it involves too much risk — tends to become a self-fulfilling prophecy; the longer you procrastinate or avoid something, the more difficult (or unlikely) the project or goal becomes.

People who catastrophise tasks in their minds can benefit by simply forcing themselves to get started. Challenge yourself to complete just five minutes of a scary project before taking a break. If you still don’t feel productive after five minutes, it’s okay to stop. But in most cases, those five minutes of work will make it clear that the project wasn’t as difficult as you imagined. Plus, five minutes of work now means five fewer minutes of work later.

5. Identify feelings. Often, people put off doing a task because it makes them uncomfortable, but they’re not actually sure why. In some cases, the project seems boring or pointless, so apathy is to blame. Others might worry about failure — causing them to procrastinate as a way of putting off the anxiety they feel. Apathy and anxiety require different solutions, and it’s impossible to know which solution to try until you identify the root cause of your procrastination.

No single time-management strategy will work 100 percent of the time. It’s important to identify a collection of strategies that each works some of the time, mixing and match them to adapt to new goals and challenges as they arise.

From ADDitudemag.com,

BY ARI TUCKMAN, PSY.D., MBA

7th February 2020

For more Time Management tools, click here

UPDATE: New SNA Model from Department of Education

5th February 2020/in Articles, Bulletin, Our News, Parents of Children with ADHD /by adhdireland

Following our attendance today at a consultation with the Department of Education on the new SNA model, here is an update of our understanding of the new model:

There are now 17,000 SNAs allocated across all schools (mainstream and special education schools) with 10,122 allocated to mainstream schools (63% of total SNAs)
The new model only affects mainstream schools
SNA function itself will not change
Pilots are running currently in 75 schools this year, they have the new SNA model plus a broader range of supports e.g. OT, speech and language and behavioural therapy
The intention is that this level of supports will eventually be rolled out everywhere, in the next few years
How the “front loaded” SNA model will work:
- Diagnosis itself is not the best indicator of need, therefore it will not be required for a child to be allocated an SNA, and allocation is at the discretion of school principal
- Sometimes a child will not need the same level of support throughout their time in school, but currently, if they are assigned an SNA, that stays with them for their school life
- The school will have the autonomy to identify the child’s needs and the flexibility to use the SNA support as needed
- A diagnosis will still be taken on board and will help influence the decision, should one be available and parent’s input will be invaluable for schools to be able to make an educated decision
- Allocation of SNAs to schools by the Department is based on the school profile (i.e. size, no. of pupils with complex learning needs, current school educational needs and to a lesser extent, social context)
- There will be no loss of SNA allocation for any school
- 500+ schools should receive an increase in allocation of SNAs
- SNAs will now have more certainty around their tenure – the department will operate a 2-3 year cycle. In the old system, if a child leaves school, the SNA was lost to the school as well. Now the school can keep the SNA and reallocate to another child.
- There will be a new additional training plan introduced for SNAs and for schools as a whole and this will roll out in the next few years
- The new model will have an appeals process i.e. if a child is declined an SNA, parents may appeal through a formal process
- A comprehensive set of Guidelines will be issued to all schools to help them to know how to allocate SNAs
- Information on this new system will also be provided to parents
- Despite the initial allocation of SNAs to a school, there is an allowance for exceptional circumstances, should a child’s needs change or should a new pupil join a school and be in need of SNA support. Additional SNAs will be provided as required in these exceptional cases.
Next steps: Dept will consider all feedback from this session, continue to develop the plan on that basis and issue a comprehensive circular in April
Inspectors will be monitoring schools to ensure that the system is working and that schools are using their resources correctly
Evaluation will be key in order to proceed in an evidence based way to ensure that this new model is working
The draft document of Guidelines will be emailed to the working group (of which ADHD Ireland are part) and we are welcome to make a submission on our feedback. We welcome your feedback to include in this submission, please email us on info@adhdireland.ie

For any further information please reference the Department of Education website.

Why Sugar is Kryptonite: ADHD Diet Truths

27th January 2020/in Articles, Bulletin, Parents of Children with ADHD /by adhdireland

Does an ADHD diet work? Yes, following an ADHD nutrition plan rich in protein and vitamins can help control symptoms of attention deficit hyperactivity disorder. But only if you avoid sugar, artificial flavours, and common allergens as well. Here’s what to eat and what to avoid.

Your ADHD Diet: What to Eat For Symptom Control

The bad news: Deficiencies in certain types of foods can worsen symptoms of attention deficit hyperactivity disorder (ADHD) in children and adults. The good news: An ADHD diet that boasts adequate levels of the right foods actually optimizes brain function.

Protein for ADHD Brain Function

Foods rich in protein — lean beef, pork, poultry, fish, eggs, beans, nuts, soy, and low-fat dairy products — can have beneficial effects on ADHD symptoms. Protein-rich foods are used by the body to make neurotransmitters, the chemicals released by brain cells to communicate with each other. Protein can prevent surges in blood sugar, which increase hyperactivity and impulsivity.

“Because the body makes brain-awakening neurotransmitters when you eat protein, start your day with a breakfast that includes it,” says Laura Stevens, M.S., a nutritionist at Purdue University and author of 12 Effective Ways to Help Your ADD/ADHD Child. “Don’t stop there. Look for ways to slip in lean protein during the day, as well.”

An ADHD Diet of Balanced Meals

Faye Berger Mitchell, a registered dietician from Bethesda, Maryland, has a nine-year-old daughter who received an ADHD diagnosis two years ago. While her daughter takes stimulants to control her ADHD symptoms, Mitchell concluded that a pill is not enough. She finds that when her daughter eats a well-balanced diet, including vegetables, complex carbohydrates, fruits, and plenty of protein, her behaviour tends to be more consistently under control.

Ned Hallowell, M.D., founder of the Hallowell Center for Cognitive and Emotional Health, in Sudbury, Massachusetts, and New York City, advises all of his patients with ADHD to think about their plates when preparing a meal. Half of the plate, he recommends, should be filled with fruits or vegetables, one-fourth with a protein, and one-fourth with carbohydrates.

Hallowell also advocates eating several servings of whole grains, which are rich in fibre, each day to prevent blood sugar levels from spiking and then plummeting.

Vitamins and Minerals to Supplement Your ADHD Diet

“Many diets are deficient in key vitamins, minerals, and fats that may improve attention and alertness,” says Richard Brown, M.D., author of How to Use Herbs, Nutrients, and Yoga in Mental Health Care. He suggests that children and adults who have been diagnosed with ADHD be tested for nutritional deficiencies.

“Supplements and diet can correct nutrient shortfalls that exacerbate ADHD symptoms,” adds Brown.

Zinc, Iron, and Magnesium In Your ADHD Diet

Zinc regulates the neurotransmitter dopamine and may make methylphenidate more effective by improving the brain’s response to dopamine. Low levels of this mineral correlate with inattention. Iron is also necessary for making dopamine. One small study¹ showed ferritin levels (a measure of iron stores) to be low in 84 percent of children with ADHD compared to 18 percent of the control group. Low iron levels correlate with cognitive deficits and severe ADHD. Like zinc, magnesium is used to make neurotransmitters involved in attention and concentration, and it has a calming effect on the brain.

All three minerals are found in lean meats, poultry, seafood, nuts, soy, and fortified cereals. While diet is the safest way to increase all three mineral levels, a multivitamin/multimineral with iron will ensure that you or your child gets the daily reference value (DRV) of these minerals.

B Vitamins In Your ADHD Diet

Studies suggest that giving children who have low levels of B vitamins a supplement improved some IQ scores (by 16 points) and reduced aggression and antisocial behaviour. “Vitamin B-6 seems to increase the brain’s levels of dopamine, which improves alertness,” says Brown.

Multivitamins In Your ADHD Diet

If your child is a picky eater, or if he eats lots of take-out food, chips, and soda, he probably isn’t getting the daily recommended value of vitamins and minerals. A daily multivitamin/multimineral will ensure that he does, no matter how finicky he is.

Omega-3 Fatty Acids In Your ADHD Diet

Omega-3s are believed to be important in brain and nerve cell function. A new study², conducted at Göteborg University, in Sweden, concluded that daily doses of omega-3s — found in cold-water, fatty fish, such as sardines, tuna, and salmon — reduced ADHD symptoms by 50 percent. Dr. Sven Ostlund followed a group of ADHD children aged 8-18 who took fish oil daily. Within six months, there was a noticeable decrease in ADHD symptoms in 25 percent of the children.

Another study³ showed that omega-3s tend to break down more readily in the bodies of patients with ADHD than in those without the condition. “People with ADHD who have low blood levels of omega-3s will show the biggest improvement in mental focus and cognitive function,” says Brown. “Sometimes the change is dramatic.”

John Ratey, M.D., associate clinical professor of psychiatry at Harvard Medical School, recommends that you choose a supplement that contains more EPA (eicosapentaenoic acid) than DHA (docosahexaenoic acid).

“Herbs may improve blood flow to the brain, increasing alertness while reducing aggressive behaviour,” Brown says. Talk with your doctor, before starting an herb regimen.

Ginkgo and Ginseng In Your ADHD Diet

“These herbs are cognitive activators,” says Brown. They act like stimulants, without the side effects of ADHD medication. Typically, adults and children who take ginkgo and ginseng improve on ADHD rating scales, and are less impulsive and distractible. Asian ginseng may overstimulate younger children. If this happens, switch to American ginseng.

What Foods Should Be Avoided with ADHD?

High-Sugar Foods and Snacks

Several studies suggest that some kids who have ADHD are “turned on” by copious amounts of sugar. One study⁵ concluded that the more sugar hyperactive children consumed, the more destructive and restless they became. A study⁶ conducted at Yale University indicates that high-sugar diets increase inattention in some kids.

Some common items to avoid include fruit “drinks” or “cocktails,” both of which are higher in sugar than 100 percent fruit juice. Read food labels carefully, looking for the following ingredients (code words for sugar): high-fructose corn sweetener, dehydrated cane juice; dextrin; dextrose; maltodextrin; sucrose; molasses; and malt syrup.

Artificial Dyes and Preservatives

Studies published in The Lancet⁷, Pediatrics⁸, and The Journal of Pediatrics⁹ suggest that some children with ADHD are adversely affected by food additives. A recent study¹⁰ indicates that artificial food coloring and flavours, as well as the preservative sodium benzoate, make some kids without ADHD hyperactive.

Avoid colourful cereals, like Fruit Loops and Lucky Charms. Cheerios are better, and lower in sugar. Substitute 100 percent fruit juice for soft drinks and fruit punches, most of which are artificially coloured and flavoured. If your child wants a treat, offer him something which is free of dyes and low in sugar.

Foods That Cause Allergies

According to studies, gluten, wheat, corn, and soy cause some children to lose focus and become more hyperactive. Vincent Monastra, Ph.D., author of Parenting Children with ADHD, suggests that all children be screened for food allergies before being prescribed medication for ADHD. Talk with your doctor about testing for allergies.

BY ADHD EDITORIAL BOARD MEDICALLY REVIEWED BY ADDITUDE’S ADHD MEDICAL REVIEW PANEL ON JANUARY 15, 2020

Log onto www.ADDitudemag.com for more articles on ADHD.

Creating Morning and Afternoon Routines for your ADHD child

21st January 2020/in Bulletin, Parents of Children with ADHD /by adhdireland

We know that school for many children with ADHD brings a lot of challenges. Here are some tips on how to build a morning and afternoon routine to help your child keep on track and get them off to the best possible start!

Backwards planning

Identify the time your child needs to be out the door (mornings) or the time your child needs to be in bed (evening)
Create two lists; one for tasks before school and one for tasks after school
Estimate the time for each task
Plan backward from the time your child needs to be out the door or in bed

Safety Net

Plan for bumps
Add in extra time for breathing space

Prep ahead (for morning routines)

Do as many tasks as possible the night or weekend before such as:
- Take a shower
- Choose clothes
- Prepare breakfast food
- Pack schoolbag
- Pack sports and activity bags

Prep ahead (for afternoon routines)

Prepare for afternoon tasks the day or weekend before such as:
- Prepare snacks
- Have a homework space set up with all materials

Time checks along the way

Involve your child in developing routines
Ask them how long they think things take and then have them time themselves

Introduction of new model for allocating SNAs for mainstream classes for 2020/21 and beyond

20th January 2020/in Articles, Bulletin, Our News, Parents of Children with ADHD, Uncategorised /by adhdireland

Note from Department of Education and Skills 20th January 2020

On 17 December last, the Government decided to introduce a new model for allocating Special Needs Assistants to primary and post-primary schools for students in mainstream classes only with effect from the commencement of the 2020/21 school year as part of the phased roll-out of the School Inclusion Model (SIM).

A pilot of the new system is currently underway.

Change to a new allocation model for SNAs

The recent Government Decision means that the allocation of SNAs for mainstream classes to primary and post-primary schools from 2020/21 onwards will be based on the school profile used for the allocation of Special Education Teachers. The additional 1,064 SNA posts provided in Budget 2020 will facilitate the transition to the new allocation model as well as meeting other priorities.

Under the new allocation model:

No schools will receive an allocation of SNA support for mainstream classes which is less than their existing 2019/20 mainstream SNA allocation on the introduction of the frontloaded model and some schools gain.
Parents will not be required to secure a diagnosis of disability in order to access SNA support – the link between diagnosis and resources will be broken.
Where schools have an SNA, SNA support will be available immediately to students in mainstream classes upon their arrival in school thereby reducing delays in accessing support.
Schools will have a greater autonomy and flexibility in how their SNA allocation is deployed to meeting the needs of the students in their schools.
Frontloading will reduce the administrative burden on schools who have to follow up on assessments under the current application – based process.
SNAs will have more certainty around their tenure of employment and the new model does not change their roles and functions.
Frontloading will free up valuable resources in the system which are currently involved in carrying out assessments (HSE and NEPS) and administering an assessment based allocation system so children can access SNA support. These valuable resources can now be redirected to meeting other priority needs and to providing increased supports for families and schools.

These new arrangements will not impact on the way SNAs are currently allocated to special classes and special schools. Professional assessments will continue to be required in these cases and the normal application process will continue.

We will continue to update via our social channels as this project progresses. If you are looking for any further reading on this, please log onto www.education.ie

Morning Routine for Families: Get to Work and School on Time

6th January 2020/in Articles, Bulletin, Parents of Children with ADHD /by adhdireland

How I Fixed My ADHD Family’s Morning Routine

A smart morning routine — thoughtfully planned and religiously executed — can reduce your family’s daily chaos and stress, though it won’t happen instantly. The trick is exercising patience and praise as you follow these guidelines for getting everyone dressed, fed, and out the door on time and with all socks, shoes, and backpacks accounted for.

Without our bullet-proof morning routine, there isn’t enough coffee in the world to help me manage my family’s chaos. Before our routine, rousing my oldest was like waking the dead. My other two, meanwhile, would take a bite or two of their protein-filled breakfast while whining for frosted cereal, begging, “Please, can we watch TV?”

Many mornings would go like this: When I would ask them to get dressed, put homework in backpacks, and meet me by the front door after brushing their teeth, only one would show up, with no shoes or pants on. I’d spend the next 10 minutes shouting orders while pulling on socks. The youngest, meanwhile, would sometimes start crying. As we finally drove off to school, my oldest would turn to me, unprovoked, and say she hates me. And then we were late for school – again.

There’s no magic fix for such chaos when you have one or more kids with ADHD. Their brains are under-stimulated in the area responsible for planning, organising, and working memory. Caregivers, then, need to work on reinforcing these skills for longer than they do for neurotypical children. Setting up a clear morning routine can work wonders in putting everyone’s best foot forward.

What Is a Good Morning Routine for ADHD Families?

Setting up a good morning routine begins well before the morning of. It starts with preparation days before, along with communication on best steps to make sure everyone is on the same page.

To counter erratic mornings, start by creating a weekly overview of what’s to come. While steps in my morning — like brushing your teeth or making the bed — may not change on a daily basis, erratic changes like dentist appointments, a hockey tournament, or a school project can certainly throw off mornings and create unpredictable situations.

The weekly overview, therefore, should be reviewed every night with everyone in the family. You’ll soon note that the kids will start to plan ahead themselves and come to feel more secure about the week ahead.

Here are other ideas to make the most out of a morning routine:

1. Shape your child’s path by using visual prompts or morning routine checklists that remind them what to do or ensure that potential distractions are out of sight. Giving multi-step directions to a child with a working memory deficit means they may hear only the first or last steps, so visual cues can help. A path may look like physically setting out clothes, a favourite hat, a notebook and pen, and a sticky note with a written reminder before going to bed.

2. Always take off shoes by the front door and place in a basket, so they don’t get lost in the morning flurry.

3. Automate everything you can think of — eventually, your child will do these things on his own.

Help for the Morning Meal Routine

Take the guesswork out of breakfast by co-designing a menu for the week with the family — you’ll reduce morning stress and ensure that your children get the brain food they need to start the day off right.

Meal Prepping

Preparing breakfast with the family on a Sunday, for instance, can make the rest of the week go smoothly. You can prepare a batch of batter for quick pancakes, slice fruit and stick it in the fridge, cook sausages so they can quickly heated up in the microwave — the possibilities are seemingly endless. Bonus points for making it easy for your child to prepare breakfast themselves! A chart with the week’s breakfast in the kitchen for all to see can also help.

Involve Your Children

Your children may not be able to use a knife or stove, but they can pass things, break eggs, or set the table. The more involved they are, the more likely they will eat the food that is prepared. This will also instill responsibility in them as they come to understand their part in having an organised, efficient morning.

Don’t Sweat the Small Stuff

These breakfast-time tips won’t instantly change a child’s ability to sit quietly while eating, so be flexible. Some behaviours, like standing to eat, are biological responses that can’t be helped. If they need to stand to eat, let them. If they need to do a lap mid-meal, it’s OK. Your kids will eventually be able to sit through breakfast and all other mealtimes as they mature.

A Good Morning Routine Begins the Night Before

Children with ADHD are notoriously bad sleepers. For some, it’s the residual effect of ADHD medication. For others, it’s hyperactivity. Key to a peaceful and successful morning routine is a fairly rigid evening routine that starts with a consistent (and early) bedtime.

The Right Time to Snooze

Many parents put off bedtime for their kids until late, hoping that they’re exhausted and practically begging for sleep. But this actually has the opposite effect.

When the body misses its natural sleep window, a child becomes overtired, can’t fall asleep, wakes frequently, and sometimes winds up crawling into bed with you. To avoid this, do the following:

1. Watch for signs of tiredness (yawning and stretching).

2. Move bedtime to an earlier hour.

3. Eliminate screen watching at least an hour before bedtime, and establish a nighttime ritual: candles and lavender soap (calming), story time, a song, lights out.

Consistency is crucial. This may mean declining the invitation to the back-to-school dinner or the basketball party. Or, if you go, anticipate the probable meltdown afterward and prepare accordingly.

Set an Intention

It’s important to impress upon your child that they can be in control of how they want the morning to go.

Teaching your child to write down or state intentions can set them up for a better day, and can lead to the formation of positive habits. Intentions can take on the form of: I’m going to wake up feeling rested or I’m going to have a super smooth morning!

Integrate Self-Care Into Your Morning Routine

Exercise, meditation, affirmations, reading, writing, and visualisation can all help with reducing stress for everyone in the family, helping that much more with better mornings. Practicing daily visualisation for a couple of minutes, like lying in bed, listening to a song, and envisioning how we want our day to go can help you feel more calm, inspired, and focused.

Our sensitive kids are also highly attuned to our energy, so if we’re feeling rushed, stressed, or frustrated, our kids will know it (likely before we do). It’s critical that we do our own work to set our energy each morning — anything from a minute of conscious breathing or doing a guided meditation (I love the app Headspace for this) to going for a walk or engaging in living room yoga. Taking this time helps to quell the morning chaos puts us in the best frame of mind to deal with challenging situations that may arise.

Praise Progress on the Morning Routine

A new morning routine won’t take hold overnight, but implementing the structure and encouraging these behaviours will pay off. Reinforcing good behaviour with praise is essential, so compliment and reward your child when they do something right. And be patient with yourself. You will falter, but stick with it. One day, the dreaded witching hour may turn into sweet, cozy family time that you greet with a smile.

BY DEBORAH REBER, MERRIAM SARCIA SAUNDERS, LMFT

From ADDitudeMag.com

6th January 2020

When the Tinsel Hits the Fan: How to Prevent Holiday Meltdowns

18th December 2019/in Articles, Bulletin, Parents of Children with ADHD /by adhdireland

Routines are therapeutic for children with ADHD, who benefit from clear expectations and reliable schedules. And nothing throws a routine out of whack like the holidays. Given those two truths, ADD expert Edward Hallowell, M.D., for Additude Magazine, explains how to prep for the season so everyone actually enjoys it.

The holiday whirlwind is kicking up dust already. The endless parade of celebrations, parties, and concerts has begun its march. Cooking, decorating, shopping, and entertaining already dominate our weekends. And so it’s no wonder that our kids (and us, too!) are beginning to feel exhausted, disappointed, and quite frankly, put out this time of year.

We asked Edward Hallowell, M.D., an ADHD expert, best-selling author, and founder of the Hallowell Centers, for tips on managing the holiday frenzy so that it doesn’t suck the joy out of the season. Here is how he makes December work in his ADHD household.

1. Tame Your Holiday Expectations

Holidays are meant to be fun. Try to approach them with an attitude of joy and celebration, as opposed to trying to run the season like a well-managed classroom. Not only does over-planning and over-orchestrating ruin the fun for your kiddo, “it will probably fail,” Dr. Hallowell says. “The holidays are supposed to be a time to connect with our loved ones, so make that your goal — not maintaining order.”

2. Discuss Holiday Events in Advance

Concerts, celebrations, and bazaars can throw a wrench into a child’s weekly schedule flow, but if you give your family members a heads up, they have time to adjust. Just be sure to tell them that even the best-laid plans may be interrupted — and that’s OK (sometimes it’s even part of the fun). Advanced warning — and ample time to ponder — helps many children with ADHD to tame their reactions when things don’t go as planned.

3. Establish Ground Rules Where They Matter

When an issue is likely to trigger unease, confusion, or discomfort in your child — from mealtimes during winter break to who is giving gifts to whom — try setting basic ground rules in advance. This could be as simple as saying, “Instead of lunch, we’ll be having dinner at 4 p.m. because the meal is so big and Aunt Jenny has to drive all the way home after.” Explaining when something is happening, and why, can help a child make sense of a disruption in her routine. “Be sure to ask family members who don’t have ADD to help you out with the ground rules, so everyone’s on the same page,” Dr. Hallowell suggests.

4. Take a Time-Out When You Need One

No matter how much you try to plan ahead, holiday excitement always seems to unravel things. When you speak to your child in a calm voice and excuse yourself — and him — from situations that intensify, it makes it easier to return for another round later. Remember that you are your child’s best role model; know when a break is in order, and take it.

5. Learn to De-Stimulate

Holiday meltdowns are practically inevitable. If you find yourself faced with a whopper, Dr. Hallowell suggests demonstrating calm, cool, and collected behaviour for your child. “Sit down on the floor, lower your voice, say nothing if need be, just do the opposite of explode,” he says. Keep in mind that your body language sends messages just as powerful as does your voice (if not more so). “When you model the behaviour you want, it’s easier to de-stimulate.”

6. Create a Peace Zone

The holiday blitz and bling permeate everything — from TV to school to playground conversations — so Dr. Hallowell suggests designating a music- and tech-free spot where your child can go to shut off and recharge. “With so much stimulation already around them during the holidays, it’s important to regulate it from time to time,” he says. If you’re travelling over the holidays, your car may be your peace zone. Wherever you choose, make it a place your child can retreat to easily.

7. Pace Yourself

Chopping the tree, attending the winter carnival, and baking cookies all seem like fun, but pack everything into one weekend — or even one day — and it’s a recipe for dysfunction. “Over-committing is a common mistake during the holidays,” Dr. Hallowell says. It can leave the whole family feeling exhausted and burnt out. Take stock of how many invitations you accept, how many dishes you agree to cook, and how many nights off you have. Over-stimulation of any kind is often what prompt kids with ADHD to misbehave, so pace your schedule and practice saying, “No.”

8. Make a Timetable

Sit down with a calendar and plan out the best days for shopping, wrapping presents, cooking, and cleaning. Starting each day thinking you can “squeeze in” these extra tasks will only lead to frustration and stress. “Procrastinating causes stress, which is a major trigger for meltdowns,” Dr. Hallowell says. Pacing yourself by giving activities the time and attention they deserve. Whenever possible, start early!

Updated on November 25, 2019

From ADDitudemag.com https://www.additudemag.com/surviving-the-holidays-with-adhd-children/

How to make friends: A Guide for Kids with ADHD

3rd December 2019/in Articles, Bulletin, Parents of Children with ADHD /by adhdireland

How to Make Friends: A Guide for Kids with ADHD (and Their Parents, Too)

Nothing breaks a parent’s heart like seeing her child struggle to make friends. Sometimes, all our kids need is a little guidance to forge bonds and avoid ADHD-related social slip-ups. These 17 strategies will help.

Sometimes, children with attention deficit disorder need help figuring out how to make friends — and keep them. Parents can make a big difference — without stepping on toes — by helping a child with ADHD start a conversation or by “supervising from the window.”

Use these strategies to become your child’s friendship coach and guide his social development:

How to Make Friends

Get to the root of the problem. Children with ADHD often have little sense of how they’re perceived by their peers, and will commit social blunders without realizing it. Help them by discussing what went wrong, why it happened, and what your child could (not should) do differently next time. Be as sensitive with your child as you would be with a close adult friend — too much negative feedback can hurt your child’s self-esteem.

On the flip side, when your child has a successful interaction, congratulate him.

Watch your child closely. Whenever he’s playing with other kids, make sure you can see and hear what’s going on. Be ready to intervene if he picks a fight, starts telling fibs, or does something dangerous in an effort to impress others.

Consider team sports. Joining an ADHD-friendly team or organized activity can help children with ADHD realize everything isn’t about them. The lessons learned in sports can overflow into their social lives, and you may see your child start to develop healthy friendships.

Don’t just dive in. Call the coach of the sports team before the first practice. Ask him questions to figure out whether or not your child — and his ADHD — would be welcome. If you decide to take the plunge, go with your child to meet the coach and/or some teammates before the first get-together. Remember, transitions are hard for kids with ADHD.

Beware of her competitive spirit. Children with ADHD can have some difficulty with competitive play — gloating when they win and raging when they lose. If your child has a hard time with these situations, encourage her to develop athletic skills that don’t require teamwork, like running, swimming, or martial arts.

Know they’ll find their way. Most socially isolated children will eventually learn to get a better handle on their behaviors and understand how friendships work. Once kids hit adolescence, they tend to act on the powerful urge to ‘fit in.’

There’s nothing wrong with having just a few friends. A child doesn’t need to be in the ‘in’ group or get invited to lots of parties to be happy. In fact, studies show that having even one close friend is all it takes for a child to develop social self-confidence.

Find a mentor. A child with ADHD may be more likely to take advice or instruction from a ‘big brother’ or ‘big sister’ than from you. Ask the big sibling of one of your child’s classmates if he will be an informal mentor to your child. Many schools understand the importance of mentors and have programs to connect kids.

Follow the love. If your child is a Minecraft fiend, look for other video-game fans to potentially be his friend. A shared interest will help your child feel confident and engaged.

Start out with one-on-one play. One-on-one play dates usually work best for children with ADHD. With threesomes, it’s easy for your child to feel left out — or ganged up on.

Seek out younger playmates. Children with ADHD tend to be more immature than their peers (and painfully aware of it). As your child is growing up, it’s often helpful if she develops friendships with children a year or two younger — this way, she won’t feel left behind.

Set a good example. Show your child how to act in social situations by making an effort to forge friendships with the parents of your child’s peers. Stay connected to the community through clubs or organizations as well.

Take teasing head on. Teasing, bullying and playful banter are an inevitable part of childhood, but kids with ADHD often don’t know how to respond. Parents should encourage their children to stand up to teasing, but to not overreact, which might escalate the problem.

Keep play dates short. For kids age 10 or under, three hours or less is probably best. Coach your child on how to behave beforehand, and talk about how things went after it’s over.

Let kids go — but not completely. Experts recommended that parents let teens sort out social situations on their own, but don’t back away completely. A recent study of seventh- through twelfth-graders suggests that teens who have close relationships with their parents — those who talk often, share activities, and are affectionate with each other — also tend to have good friendships.

Consider medication. If impulsive behavior — dominating play, interrupting, jumping from one thing to the next — keeps other kids away, medication is probably necessary. In fact, your child may need to be “covered” by ADHD medications even after the school day ends.

Make sure the dosage is right. Puberty, when all sorts of hormone changes kick in, is a good time to look at your child’s medication or dose. Often, what worked before puberty may no longer have the same effect.

From ADDitudemag.com by Gay Edelman, a freelance journalist who lives in Red Bank, New Jersey.

November 2019

Myth #7: Everyone Has A Little ADHD!

4th November 2019/in Adults with ADHD, Articles, Bulletin, Parents of Children with ADHD /by adhdireland

Fact: Everyone does not have a physical difference in their brain

By the Attention Deficit Disorder Association (ADDA)

When people say things like, “Everyone has a little bit of ADHD these days!” they mean everyone exhibits some behaviours like the symptoms of ADHD.

They don’t mean everyone has a physical difference in their brains. It’s more like, “Everyone is a little distractible, forgetful or impulsive these days!” They probably don’t make these comments to be mean.

They’re trying to normalise challenges. But declaring everyone has a little bit of ADHD is inaccurate. It is also hurtful and dismissive of the real struggles people with ADHD go through everyday. The symptoms of ADHD exist within a continuum of typical human behaviour. Most people lose their keys from time to time. They tune out in meetings. They’re late to class. And they have trouble delaying gratification. But these behaviors are not the same as ADHD. They are human behaviours or experiences that occur for many reasons.

With ADHD, the reason is neurological in origin. It is not a choice, a fluke, or a bad day. ADHD is a brain-based, often chronic, lifelong syndrome. It gets in the way of the smooth operation of self-regulatory functions of the brain. Ongoing neurological studies find many differences in the ADHD brain. The structure, volume, chemical activity and communication pathways in the brains of people with ADHD are different than those without. Scientists have linked several genes to the condition.

People with ADHD show behaviours resulting from this inner dysregulation. These behaviours include forgetfulness, distractibility, impulsivity and an inability to focus. For people with ADHD, these behaviors are disruptive. And they happen more often, with greater intensity, severity, and chronicity than for people without ADHD.

Further, when people with ADHD try to change, they often can’t course-correct the way others can.

People with ADHD have more negative consequences from their challenges than the average. They earn less and incur more debt. They struggle with academic and workplace performance. They even face greater risk of physical injury.

It is true everyone can be forgetful and distracted sometimes; and it’s also true that the vast majority of people – around 90-95% – do NOT have ADHD.

For a copy of the printable article, click here

ABOUT THE AUTHOR
ADDA is the world’s leading adult ADHD organization. An international non‐profit organization, we were founded over twenty‐five years ago to help adults with Attention Deficit Hyperactivity Disorder (ADHD) lead better lives. ADDA has become the source for information and resources exclusively for and about adult ADHD. We bring
together scientific perspectives and the human experience to generate hope, awareness, empowerment and connections worldwide in the field of ADHD. If you’re an adult with ADHD, (or you love one), discover how we can help make your (or their) life better at add.org.

ADHD Ireland celebrates re-launch!

16th October 2019/in Bulletin, Our News /by adhdireland

ADHD Ireland (formerly HADD) celebrated a re-launch of the organisation at Buswells Hotel, Molesworth Street, Dublin on 15th October with special guest, Minister Jim Daly TD.

As part of the re-launch, ADHD Ireland highlighted the significant increase in demand for the support services the charity provides for people with Attention Deficit Hyperactivity Disorder (ADHD).

Jim Daly, Minister of State with special responsibility for Mental Health addressed the audience of adults with ADHD, parents of children with ADHD and the professionals who serve them. The audience also heard from Pearse Stokes (62), who was diagnosed with ADHD last year, and Natalie Wilson, the mother of two children under the age of 10 at varying ends of the ADHD spectrum. Also speaking at the event was Dr Kieran Moore, Psychiatrist and Head of Department at Crumlin Children’s Hospital.

Chief Executive of ADHD Ireland Ken Kilbride, said: “There has been a significant increase in the need for adult support in particular over the past year and we’ve seen that reflected in the number of people accessing our services. This means that public awareness of the condition has improved but there are still many myths to be dispelled.”

Here are a selection of photographs from the occasion: