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Recruitment Call Out: CereBrill ADHD wellness solution pilot

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Cortechs has developed CereBrill: a platform and apps that help day-to-day management of ADHD. CereBrill can manage tasks, activities and medication intakes, as well as enabling Secure Video Calls with ADHD Specialists. It also gives users easy and reliable access to relevant information about ADHD.

With CereBrill, Personal Progress Plans can be recommended to ADHD patients and specialists based on sleep, exercise, and nutrition data captured in our platform and apps.

Are you interested in taking part in this Pilot?

At Cortechs, the team know how challenging the day-to-day management of ADHD is. They would like your help to confirm the impact of CereBrill as an assistive technology.

What will this involve? 

  • A 4-week pilot for user testing open to 20 people from the ADHD Ireland community; 10 adults and 10 children with a diagnosis of ADHD
  • Participants must have access to any Android smartphone and a Fitbit watch to take part
  • There is no cost to participate and you can use the product free for this trial period
  • Everything you need to know about CereBrill can be found here https://cortechscerebrillbeta.carrd.co and you will also need to register with on this page to use the CereBrill platform
Please refer to the the PDF documents here to find out more information – for adults: CereBrill-ADHD_wellness solution_Adult or for the child/family: CereBrill-ADHD_wellness solution_Child or Family
Commitment involves:
Set up and use CereBrill everyday on Android and Fitbit for the 4 weeks
User Features of interest will be:
a. tasks, activities, medication reminder set-up
b. latest information section access
c. video feedback with Cortech’s support team
d. offline report on progress and predictive behaviours
What Cortech’s will provide:
1. Usage reports will be directly communicated to individual user twice a week by Cortechs
2. Contact email (hello@cortechs.ie) will support all users via Cortechs community platform between 9am and 9pm
3. Users answer questionnaire and provide impact feedback around the use of CereBrill
If you are interested in participating in this pilot study, please get in touch with the CereBrill team on hello@cortechs.ie 

Only 10 places are available for adults and 10 places for children and they will be assigned on a first come, first served basis.

ADHD Through the School Years by Colin Foley, ADHD Foundation UK

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We were delighted to have Colin Foley, BA PGCE MA, National Training Director at ADHD Foundation Neurodiversity Charity presenting online on the topic of ADHD Through the School Years recently.

Colin Foley is the training director of the ADHD Foundation Neurodiversity Charity, an integrated health and education multidisciplinary lifespan service in based in Liverpool. The Foundation is the largest patient led service of its kind in the UK and Colin co-ordinates training for over 15,000 professionals very year, covering a range of professional development programmes.

The ADHD Foundation is one of only three organisations in the UK to offer a cradle to grave multi modal service for families and adults affected by ADHD, offering psychoeducative and psychosocial interventions, skills training for families and young people, Family Therapy, CBT, counselling, Stress reduction and behaviour support programmes.

Colin leads the Training department, designing and delivering professional development courses for education health and social care professionals. Colin also event manages the Annual International Conference on Neurodiversity & Mental Health  on ADHD, Mental Health and Neurodevelopmental Conditions.

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.

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 symptomology of conditions such as ADHD, Autism, Dyslexia, Dysgraphia, Dyscalculia and Tourette’s syndrome and related co-occurring mental health challenges.

Colin is passionate about improving the knowledge, skills and understanding of childcare professionals to improve teaching and learning and raising academic attainment for young people with learning needs to improve life chances and reduce the health, education and socio economic  inequalities that impact on the 1 in 5 human beings who are neurodiverse.

Colin believes that providing practical classroom strategies that every teacher can use at all key stages, with knowledge on how to identify learners of concern, reduce learner anxiety, promote their psychological resilience and a ‘strength based approach’ to what learners can achieve, is essential for any outstanding education provider.

 

Here is a copy of the full presentation:  Colin Foley ADHD and the School Years June 2020.

Sports Day! At home…

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We all know we have been extremely lucky with the weather over the past few weeks, but we need it even more than ever now as the primary school year edges towards its close.

Around this time of year, our schools usually turn on a pretty fun and active sports day for our kids, but given the fact that school has moved home and home has become school… it’s all a very grey area for parents who might want to give their kids a taste of that summer sports’ day fun despite the lack of classmates!

Here is our At-Home Sports’ Day Plan:

  1. Sack racing: grab a bin bag each and either run in the back/front garden or else in a nearby park
  2. Spud and spoon racing: a small potato and a tablespoon is all you need for this old reliable favourite
  3. Three-legged race: partner up (if you have enough people!) and tie one of your legs to your partner’s leg with a rope or scarf
  4. Wheel-barrow race: decide who will be the barrow and who will “push” – the person who is the barrow must walk with their hands while their partner holds their legs
  5. Egg toss: stand 1m apart and throw an egg between you and your partner. Whoever the egg breaks on loses the game. You could use a few eggs and boil one of them so that when you toss the eggs, you won’t know which one will break or not!
  6. Obstacle Course: Set up 10 stations
    1. Hula hoop – 10 times
    2. Jumping jacks – 10 times
    3. Crawling – set up 2 chairs and crawl under them
    4. Throwing – throw a ball into a paper bin
    5. Skipping – 10 skips on one leg
    6. Hop along – place an inflated balloon between your knees and hop from one mark to another
    7. Animal movements – Crab walk (arms behind your head and back facing downwards)
    8. Animal movements – Frog jump (hunker down and hop like a frog!)
    9. Animal movements – slither like a snake (on your belly, go for it!)
    10. Nose pushing – tape down an empty paper towel roll onto a table and the challenge is to push a small ball / rolled up tin foil into the paper towel roll with only your nose

The fun can be endless! While the weather is good enough, why not get out there and try your own family sports’ day?

Remember to plan ahead and prepare lots of drinks and healthy snacks to keep your children hydrated and enjoying the fun day outdoors.

For more great family sports’ day ideas, click here

International ADHD Online Conference: “ADHD Explained”

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ADHD Ireland is delighted to bring you a full day conference exploring the topic “ADHD Explained”.

Bringing you three expert speakers covering ADHD throughout all years, from early years from 0 – 7 years and then exploring school years from 8 – 18 years, and finally exploring ADHD in adulthood and throughout a lifespan.

Date: 13th June 2020

For full details of times and for tickets, please click here.

Book Tickets Here

Introduction to our speakers and topics:

ADHD Early Years: Emma Weaver, BA, PG Dip IAPT, Director of Early Years Services ADHD Foundation Neurodiversity Charity

 Topic: Optimising knowledge and skills for families and professionals working with children with  ADHD, Autism and attachment difficulties. 

Emma will explore the factors involved in identifying and supporting children and families including how knowledge and skills training in early years can improve attachment, learning, child development and transition into education.

About our Speaker:

Emma Weaver has worked across several educational and social care settings designing and delivering services for families with children or parents who have autism, ADHD and related neurodevelopmental conditions.

Emma is a specialist trained therapist who utilises a range of interventions including video assisted guidance therapy to train parents, teachers and child care professionals on identifying and understand the needs of the child and integrated working  across health, education and social care.

Emma is the lead for early years services at the Foundation as well as being part of the national training team, providing professional development training and coaching in areas such as mental health, education and behaviour support.

Emma’s expertise in developmental psychology to enables families and professionals to develop the knowledge and skills to ensure that early intervention, by the right people at the right time. Emma ensures that agencies work collaboratively with families on how they can adapt the environmental factors in the home and school environment to optimise child development, learning and wellbeing.

Emma is currently undertaking a Professional Doctorate in Developmental Psychology and early Years.

ADHD School Years: Colin Foley, BA PGCE MA, National Training Director at ADHD Foundation Neurodiversity Charity

Topic: Teaching and learning strategies in educational settings

Colin will explain how to identify neurodiverse children and young people in an educational context, teaching and learning strategies such how to scaffold learning to improve academic progress and attainment  and how parents can work collaboratively with schools to ensure their child’s needs are understood and addressed. Emphasising a strength based approach to learning,  Colin will also explore how the overlap of characteristics and co-occurrence of other learning impairments such as dyslexia, dyscalculia, dyspraxia, dysgraphia and dyscalculia needs to be understood and supported in the home and school.

About our Speaker: 

Colin Foley is the training director of the ADHD Foundation Neurodiversity Charity, an integrated health and education multidisciplinary lifespan service in based in Liverpool. The Foundation is the largest patient led service of its kind in the UK and Colin co-ordinates training for over 15,000 professionals very year, covering a range of professional development programmes.

The ADHD Foundation is one of only three organisations in the UK to offer a cradle to grave multi modal service for families and adults affected by ADHD, offering psychoeducative and psychosocial interventions, skills training for families and young people, Family Therapy, CBT, counselling, Stress reduction and behaviour support programmes.

Colin leads the Training department, designing and delivering professional development courses for education health and social care professionals. Colin also event manages the Annual International Conference on Neurodiversity & Mental Health  on ADHD, Mental Health and Neurodevelopmental Conditions.

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.

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 symptomology of conditions such as ADHD, Autism, Dyslexia, Dysgraphia, Dyscalculia and Tourette’s syndrome and related co-occurring mental health challenges.

Colin is passionate about improving the knowledge, skills and understanding of childcare professionals to improve teaching and learning and raising academic attainment for young people with learning needs to improve life chances and reduce the health, education and socio economic  inequalities that impact on the 1 in 5 human beings who are neurodiverse.

Colin believes that providing practical classroom strategies that every teacher can use at all key stages, with knowledge on how to identify learners of concern, reduce learner anxiety, promote their psychological resilience and a ‘strength based approach’ to what learners can achieve, is essential for any outstanding education provider.

ADHD in Adults: Dr Tony Lloyd CEO ADHD Foundation Neurodiversity Charity

Topic: Understanding ADHD, how it impacts on physical and mental health across the lifespan.  

Tony will talk about the causes of ADHD and how the environment in home and school impact on how the brain develops throughout childhood, adolescence and into adulthood. Tony will also explain how to ensure that healthy lifestyle choices and why access to early assessment, diagnosis and treatment can improve life chances in education, physical and mental health across the lifespan.

About our Speaker: 

Tony has led the Foundation since it was established as a user led charity in 2007, initially as Chair then as CEO from 2010. Tony has been the driving force in promoting neurodiversity in the UK and campaigned for a neurodiverse paradigm in education, health services, employment and human resource management in the UK.

Tony works in partnership with the UK Government, national and international agencies across all business sectors to improve understanding and awareness of the 1 in 5 human beings who are neurodiverse; those with dyslexia, ADHD, autism, dyscalculia and dyspraxia. Tony argues that the very prevalence of neurodiversity is such that 1 in 5 of humankind can not be errors of genetics or ‘disordered’ – but rather are a reflection of the natural diversity of human intelligence and creativity.  Tony believes therefore that we must take a strength based approach to recognise the intelligence, ability, employability and remarkable potential of neurodiverse individuals, citing such historical genius as Leonardo da Vinci, Einstein, Mozart and numerous public figures in the 21st century including entrepreneurs, Steve Jobs, Bill Gates, Richard Branson; world champion athletes Simone Biles and Michael Phelps, actors Tom Hanks and Emma Watson.  Tony argues that in the 21st century and our rapidly changing culture, economy and lifestyles, we need to redefine what we mean by intelligence, ability and career potential that is relevant for the 21st century so that every child and adult can achieve their potential.

The ADHD Foundation Neurodiversity Charity  has led the campaign for adherence to the National Institute for Clinical Excellence Guidelines in the care and treatment of ADHD in the UK. Tony is a leading figure in influencing Government policy and the deign and provision of public services so they better understand and meet the needs of the neurodiverse population to improve life chances through better and more inclusive education that reflects the explosion in neuroscience that enables and encourages innovation.

Tony has also played a key role in the production of and as co author of two national reports on ADHD; A Lifetime Lost or a Lifetime Saved’ published in 2017 and sent to every MP and NHS Commissioner, this report highlighted the scientific evidence underpinning ADHD, prevalence and mental health outcomes. Tony also co authored the  ‘Bridging the Gap’ report published in 2017 and launched at the EU in Brussels on transition from CAMHS to AMHS for children’s mental health services, using ADHD as a case study. Tony also contributed to the DEMOS report on the’ Social and Economic Impact of ADHD, published in Feb 2018.

Tony has over 25 years as a mental health practitioner and consultant advisor to several voluntary and charity sector agencies. Tony advises several private sector businesses, NHS  and Health Care providers  on services specifically for the ADHD population.

Tony has also promoted a more holistic education to meet the needs of children in a rapidly changing world with the provision of school based mental health services and  parent skills programmes for parents and especially the parents of children with special needs so that parents are able to play a more proactive role in their child’s education, health and citizenship.

Tony is the recipient of several awards for his work in the field of neurodiversity,  ADHD, education and health and was listed in the FT Outstanding 100 top LGBTQ executives in 2017, 2018, 2019 for his work developing the ADHD Foundation and promoting neurodiversity in the workplace.

 

For any queries on this event, please contact ADHD Ireland on info@adhdireland.ie or on 018748349. 

Webinar: Supporting a Child with ADHD in the current Crisis with Dr. Blánaid Gavin

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We are delighted to bring you a recording of our recent webinar featuring Dr Blánaid Gavin, Associate Professor in UCD and highly regarded as one of Ireland’s leading Consultant Child and Adolescent Psychiatrists working with children with ADHD.

 

Summary of ADHD Ireland Survey: Coping with COVID-19 and ADHD

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Parents of ADHD children finding home schooling their greatest challenge in this crisis, survey shows

In a recent survey conducted online by ADHD Ireland, over three quarters of respondents (77%) were parents of children with ADHD. The respondents’ claim that home schooling is proving the more challenging or most challenging (85%) change brought on by the current COVID-19 crisis.

This was followed closely by managing their child’s screen time, which was ranked (80%) as the second more challenging or most challenging aspect for parents at this time.

“For children with ADHD, excessive screen-time can be counterproductive because it can cause pent up anxiety and irritation which then has a knock-on effect on the rest of the day and for the rest of the family”, describes Ken Kilbride, Chief Executive of ADHD Ireland, “we would recommend setting clear boundaries and monitoring that as much as possible.”

Significant concerns raised by parents surveyed was that the catch up after the crisis abates might be very difficult for their children, and also that their children are very much missing the wider family and in particular grandparents.

The survey saw a strong response from 435 people, majority of whom also gave their own comments on this crisis and how it is affecting them personally. When asked what the surprising benefits of the pandemic has been on their lives, those surveyed responded overwhelmingly that it was less stressful mornings and evenings (67%), followed by quality time with their children (62%).

Unsurprisingly, the vast majority of those surveyed (92%) said they are staying home and within 2km of their home during this time.

About one quarter (23%) of respondents were adults with ADHD and their greatest challenge was scheduling their day, with almost half saying that was their greatest challenge at this time, followed closely by worry/anxiety about their wider family.

On a positive note, some adults surveyed noted that they found working from home suited them much better because it was much less distracting without co-workers.

ADHD Ireland have stepped up its online support for both parents of ADHD children and adults with ADHD by responding to the crisis with an active series of online support groups and webinars.

“Our mission is to make life better for people with ADHD”, said Ken Kilbride, “and this survey has helped us to identify areas in which we can be a greater support to those that need us. We are working closely with the HSE to bring as much information and support that we can to help those that need it, during this difficult time.”

ADHD Ireland’s broad range of online events are all advertised on our website and will be running for the foreseeable future.

A support phone line continues to operate as normal and is available weekdays, 9.00am – 5.30pm on 01 874 8349.

For more information or support, please contact us.

COVID-19 ADHD Adult Survival Guide – Self-Isolating and ADHD

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For many, life now revolves around working from home, home-schooling our children, or coping with the monotony of being at home all day and the pressures and anxiety that can bring. Read our COVID-19 Guide for ADHD Adults here.

For some of us, we also have the added challenge of being required to self-isolate within our own homes, either alone or away from our families to protect them from contracting the virus. Read the HSE guides as to when you should self-isolate here and how to self-isolate here.

So if you are waiting on a test result or if you have received that dreaded positive result but are finding it tough to stay away from everyone, here at ADHD Ireland we wanted to help adults with ADHD to cope with a few tips to help you keep safe and motivated during this difficult time.

1. Protect your mental health

The uncertainty of the situation at the moment, and the fear of what a positive test result can mean for you and your family, can cause undue anxiety and stress – particularly for adults with ADHD, 40% of whom also have comorbid anxiety disorder. It’s important to avoid getting overwhelmed by the situation and to allow yourself to keep control of what you read, hear or see, particularly on social media when you are feeling isolated. Keeping a realistic perspective of the situation based on facts is the advice from the HSE. You can read up-to-date factual information on coronavirus in Ireland here .

2. Surviving Self-Isolation

According to the HSE, self-isolation – or we prefer “physical-isolation” means staying indoors and completely avoiding any physical contact with other people. You need to do this if you have symptoms of coronavirus or a confirmed diagnosis. This is to stop other people from getting it. The advice from the HSE is very clear; you need to stay physically away from others (even within your own home, where possible). It’s OK for friends, family or delivery drivers to drop off food or supplies. Make sure you’re not in the same room as them, when they do. For more information on how to stay safe and healthy, please refer to the HSE website here.

3. Create a routine and stick with it

The key to alleviating anxiety around this new situation, is to try and structure your day. If you are feeling well:

  • try to wake up at the same time each day and go to bed at the same time each night; keeping your body in a healthy routine helps to make you feel more in control.
  • Shower and dress yourself as if you are going to meet somebody, rather than lounging around in pyjamas and then feeling down and lethargic at the end of your day.
  • Eat your meals at regular times and clean up after yourself so that you can feel positive and energetic about your home environment.
  • Take what help you need if you are feeling unwell and you have support from family or friends. It is possible for people to drop your meals at your door or to do your shopping for you, even while keeping their distance.
4. Incorporate regular exercise

The physical benefits of daily exercise are well documented, but did you know that exercise boosts your mind and mood as well? Physical activity releases proteins that improve brain function and this is particularly good for those with ADHD. It also promotes more restful, restorative sleep. Exercise isn’t just good for your body; it alleviates anxiety and depression, too. If you are self-isolating due to the risk of exposure to Covid-19 but feeling well yourself, a brisk 15/20-minute walk or a good stretch in the back garden will help make you feel more alert and more focused. There are also lots of apps that can be downloaded free of charge and will give you simple, easy to do at home exercises or why not try the Operation Transformation basic exercises to get you started?

5. Relax!

We are all in danger of feeling guilty for not working and studying as usual, and for allowing ourselves to sit down and watch day-time TV! Well, since we are all in this together, why not just… relax! This isn’t going to last forever, and we need to remember that our number one job is to stay safe and protect those in our society who are most vulnerable. Take a break. Particularly if you are self-isolating within a home that you share with family. Don’t worry about stepping away from the hustle and bustle of family life. This is the best choice to protect your family. Stay in a separate room, just sit back and allow yourself to indulge in your favourite TV show or a good book. Enjoy a cuppa and just relax and take care of your health. This time will pass and we will be back to our busy lives before we know it!

6. Stay connected to others

You want to be a good citizen and follow the guidelines of social distancing, especially if self-isolating, but you are starting to find the isolation really difficult? We are social beings and we need human contact to keep us going. There are so many ways with modern technology that you can reach out to friends and family and keep in touch. FaceTime, WhatsApp video calls and Skype are all really great for putting you face to face with those you love and miss, but don’t forget a simple phone call or even send a letter! We are all in this together, so let’s get each other through it, even if it is from a distance.

7. Give yourself a little calm

As adults with ADHD, it can be challenging for us to sit still, stay home and self-isolate. Instead of thinking of this as being “trapped”, why not take some time out of the day to read a book or try meditation. Allow our minds some calmness and quiet. Usually we find ourselves too busy to settle down and read or to try something new like meditation which has proven benefits for those with ADHD. Did you know that meditation actually helps with mental health and strengthening immunity? It is also ideal if you are spending time alone because it is most effective in a quiet, empty space. Download a good app, such as the Headspace app, set a time each day to do it, and get started!

8. Try a new hobby

If you are self-isolating but feeling well and finding the hours dragging while you are alone, this is the perfect time to busy yourself with something new. Is there a hobby you’ve always fancied trying but never had the time? Or do you have a stash of materials in your attic/garage that you’ve had for years and won’t throw away because you plan to get to it “someday”? Well now is your chance. Take this time to enjoy spending time doing something new or learning a new skill, which will give you a great sense of satisfaction. It is one of the upsides of this very tragic circumstance; we have been given something we all claim not to have enough of: time.

For more information please visit the HSE website dedicated section on coronavirus or contact us at ADHD Ireland.

Endorsed by the ADHD in Adults National Clinical Programme.

31st March 2020

COVID-19 A Coping Guide for Parents with ADHD Children

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Are you a parent at home suddenly trying to teach a child with ADHD in the middle of the corona virus pandemic and battling the forces of guilt between what you should have them doing and what they are actually and realistically doing? Well, don’t beat yourself up! These are strange and unusual times for everyone and we are all in the same boat.

Trying to teach a child with attention-deficit/hyperactivity disorder is a different job than parenting them. You will become more acutely aware of their shortcomings in terms of attention and focus, and you might find that you become frustrated trying to get through that list that their teacher provided while keeping yourself from pulling out your hair!

At ADHD Ireland, we want you to know that you are not alone and that we are hearing from parents all over Ireland with the same challenges and struggles every day.

We have put together a simple guide to coping with this new “normal” for parents and we hope that it will help you find the right balance for your family:

 

  1. Manage your daily schedule:

Being outside our usual routine unsettles all of us, even more so a child with ADHD. Both adults and children may be happier with a rough schedule day to day. Use a piece of paper or whiteboard and post it somewhere that everyone can see it. If you can build it with your children, that’s even better because then they will feel involved and that their input is valued.

  • Schedule exercise time – taking a walk, playing the back garden, dancing in the living room, whatever your little ones enjoy
  • Set aside time for schoolwork using some of the lessons provided by your child’s teacher and also some basics like writing a daily diary for handwriting practice or drawing a picture of springtime, depending on your child’s age
  • Schedule some creative time – this can be vague enough that it can be either art, story writing or even games, whatever the mood takes on each particular day
  • Create a chore schedule to keep your physical environment together—it will help the children feel they are contributing to the overall running of the house

But don’t forget, it is about balance between school work and free time. Don’t try to do it all.

 

  1. Try stick to your usual routine

Getting up and dressed at around the same time every day and going to bed at the usual time is the best way to keep your children in their normal healthy routine. There can be a tendency to relax the rules around bedtime and switching off TV and devices at night during holiday times, but you need to remember that technically, this isn’t a holiday! Most parents are going to be juggling work at home as well as home schooling and entertaining their children, so it is best to try and treat this time as if you are in school-mode and stick to the usual routine.

 

  1. Maintain a positive mood

The bombardment of news and doom and gloom can take its toll on all of us, but it can especially impact children who are exposed to it throughout the day. Children are very intuitive and they pick up on our anxieties and fears. If we are overly obsessing about the corona virus, you can be sure your children and picking up on that too. This can cause anxiety in children – quite often children with ADHD can tend to hyper-focus more on a topic than neurotypical children – meaning that it can end up affecting their sleep and their overall wellbeing. Explain COVID-19 and the purpose of being homebound in an age-appropriate and positive manner to children. Explain that it is temporary and things will be back to normal very soon. Create an open and positive environment where children feel they can ask questions or express their concerns.

 

  1. Stay connected

The instruction to stay homebound does mean that your children are probably starting to miss their close friends and their wider family members such as grandparents or cousins. To keep them connected to their wider family circle and their friends, arrange Skype or FaceTime calls and even encourage younger children to write letters to their friends and if they live close by, drop the letter into their post box – what a nice surprise!

 

  1. Screen time

While digital devices serve a valuable purpose for us all now during this time of social distancing, it is important to avoid over-exposure to screens for your children. If your children are young teenagers, there is a risk that they will be on social media and might find that there is too much information there on corona virus for them to fathom. For younger children, too much screen time can cause them to become agitated, edgy and wound-up. Open-ended limits on screen time can lead to arguing, so it is best to set the time limit in advance so that everyone knows where they stand.

 

  1. Lots of exercise!

Daily exercise will make your children happier, even if they complain—and probably make you happier too. It is widely proven that exercise is beneficial to mental health and can be a real advantage to those with ADHD, releasing much needed dopamine which aids focus and concentration. It also releases endorphins, the “feel good” chemical in the brain thereby lifting spirits and boosting one’s mood at this challenging time. A great tip for getting your kids moving is the Operation Transformation 10 at 10 exercises which can easily be done either inside or outdoors, weather allowing. You can access the easy to follow videos here https://rtejr.rte.ie/10at10/

 

  1. Enjoy the down time too

Remember every parent in the country is in exactly the same shoes as you and very few of us are teachers! Take it easy on yourself and don’t stress yourself trying to keep up with the syllabus that your child’s educators were working through. It is okay to just get by now with a minimal amount of academia for your child. He or she will not fall behind their peers – remember we are all in the same boat! Let it be enough that you just appreciate this gift of time that you have been given with your little ones and just roll with it. Enjoy the time together. Teach your child how to bake, sew, dance or draw a giraffe. There isn’t an exam at the end of this for parents. See it as a positive opportunity to enjoy some precious time with your children.

 

For more information on COVID-19 corona virus log onto https://www2.hse.ie/coronavirus/

A list of educational and entertainment resources for parents:

https://entertainkidsonadime.com/

www.openculture.com

https://kids.nationalgeographic.com/

https://www.rigb.org/Experimental

https://www.bbc.co.uk/programmes/b00nrtd2

https://www.sfi.ie/engagement/discover-primary-science-and-maths/activities-search/

https://www.creativereview.co.uk/authors-bedtime-stories-isolation/

https://theblankpage.kellymccaughrain.com/

https://somuchyoga.com/best-yoga-videos-for-kids-on-youtube/

https://twinkl.ie

For more information on ADHD or to find out about our online parent support groups go to www.adhdireland.ie or contact us on info@adhdireland.ie or 01-8748349

 

 

COVID-19 ADHD Adult Wellness Guide

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If you have ADHD and suddenly find yourself working from home or temporarily out of work due to business closures, what can you do to fill your day and keep yourself occupied?

Here are some tips for maintaining focus, setting boundaries, avoiding unproductive hyperfocus, and getting the most out of your day.

 

  1. Keep your usual routine

Sticking to your usual getting up and going to bed time will help your body keep in a routine. Getting dressed – even putting on your shoes – can help switch your mind into work-mode and can help you to feel more productive with your day.

 

  1. Take your medication

Even though you are not going out to work every day now, you should still take your medication every day because ADHD medication works best when taken consistently.

 

  1. Get some fresh air and exercise

The science is clear: Exercise promotes focus in the ADHD brain. Make sure to get out and get some fresh air and exercise every day. Your normal commute may involve walking some of the way, or even going out to get a sandwich at lunchtime. Take advantage of working from home by getting a walk at lunchtime or going out to the back garden.

 

  1. Set up your workspace

If you’re working from home now, set up a dedicated space for your work station – whether it’s at the kitchen table or in your bedroom – whatever works for you. This will help you to focus and not get distracted by other things when you are in “work mode”. You may find yourself floundering with a lack of structure and colleagues. Try scheduling a regular call with your supervisor or someone working with you on a project daily to help keep your work focus intact.

 

  1. Avoid home distractions

Try to avoid getting caught up in household jobs while you are supposed to be focusing on your work. You need to grab a pen, walk into the kitchen, and suddenly a snack sounds good and those dishes need washed and what’s that stuff on the counter… and you’ve been in the kitchen now for an hour instead of working.

 

  1. Take regular breaks

It can really help the flow of your day if you add some structure to it. Map out in advance what times you are going to take breaks and try and stick to those times. It will help you to stay focused and avoid distractions.

 

  1. Be aware of the time

Adults with ADHD don’t generally see time, but you can feel it. You might get hyperfocused on something you are working on and then work through your usual lunch break. Your body will start to tell you it’s hungry and you won’t be productive any more. Set timers on your phone, if that helps and stop at dedicated times to give your body the break it needs, or to give your workflow the switch up it needs from one project to another.

 

  1. Be alert for Hyperfocus

Hyperfocus is a common — but confusing — symptom of ADHD. It is the ability to zero in intensely on an interesting project or activity for hours at a time. Be alert for it because it can cause you to lose hours of your day if you get caught up with one specific thing.

 

  1. Clock off at your normal time

Don’t forget to have boundaries between work and personal time, it can be easy for things to get blurred when working from home. So, if you normally leave work at 5.30, turn your laptop off at that time instead.

 

  1. Spend time with (from a safe distance of course!) family and friends

Our mental health can suffer if we don’t keep our social interactions up throughout the day. It is very important to chat to people and keep yourself socially connected to society. If you share your home with family or housemates then you have some people to chat to and share social interactions with, but if you live alone and are starting to feel isolated from this social distancing, make time to Skype, FaceTime or simply phone a friend!

 

Most importantly, try not to get too obsessive about the news and social media surrounding COVID-19 coronavirus. It can become all-consuming, meaning that it is easy to get sucked in and spend too much time listening to discussion around it and reading up about it – some of which you see might even not be true! This can build up and cause anxiety and fear which will not help your ADHD.

For more information please visit www.adhdireland.ie or

visit https://www2.hse.ie/wellbeing/mental-health/minding-your-mental-health-during-the-coronavirus-outbreak.html

Endorsed by the ADHD in Adults National Clinical Programme.

Coronavirus COVID-19: Advice from HSE

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COVID-19 is a new illness that can affect your lungs and airways. It’s caused by a virus called coronavirus.

Symptoms of coronavirus

It can take up to 14 days for symptoms of coronavirus to appear.

Look out for one, some or all of the main symptoms:

Other symptoms are fatigue, headaches, sore throat, aches and pains.

If you develop symptoms you will need to self-isolate and phone your GP. Do not go to a GP surgery, pharmacy or hospital. The GP will assess you over the phone. If they think you need to be tested for coronavirus, they will arrange a test.

 

Close contact

This is only a guide but close contact can mean:

  • spending more than 15 minutes face-to-face contact within 2 metres of an infected person
  • living in the same house or shared accommodation as an infected person

If you have been in close contact with a confirmed case in the last 14 days and you do not have symptoms, you need to restrict your movements. You only need to phone your GP if you have symptoms of coronavirus. Do not go to a GP surgery, pharmacy or hospital.

 

When you may need to be tested for coronavirus

If you develop symptoms you will need to self-isolate and phone your GP. The people in your household need to restrict their movements.

Do not go to a GP surgery, pharmacy or hospital. The GP will assess you over the phone. If they think you need to be tested for coronavirus, they will arrange a test.

How coronavirus is spread

Coronavirus is spread in sneeze or cough droplets.

You could get the virus if you:

  • come into close contact with someone who has the virus and is coughing or sneezing
  • touch surfaces that someone who has the virus has coughed or sneezed on

As it’s a new illness, we do not know how easily the virus spreads from person to person. Spread is most likely from those who have symptoms.

The virus may only survive a few hours if someone who has it coughs or sneezes on a surface. Simple household disinfectants can kill the virus on surfaces. Clean the surface first and then use a disinfectant.

Treatment for coronavirus

There is no specific treatment for coronavirus. But many of the symptoms of the virus can be treated.

Drink plenty of water. Paracetamol or ibuprofen may help with symptoms such as pain or fever. Paracetamol is usually recommended as the first-line treatment for most people. Before taking any medication you should read the full package leaflet that comes with your medicine. You should also follow any advice a healthcare professional gives you.

If you get the virus, your healthcare professional will advise treatment based on your symptoms.

Antibiotics do not work against coronavirus or any viruses. They only work against bacterial infections.

Supportive treatments, like oxygen therapy, can be given while your own body fights the virus. Life support can be used in extreme cases.

To protect yourself and others from coronavirus (COVID-19) it’s important to think about how the virus is spread.

Coronavirus is spread in sneeze or cough droplets. To infect you, it has to get from an infected person’s nose or mouth into your eyes, nose or mouth. This can be direct or indirect (on hands, objects, surfaces). Keep this in mind. It will help you remember all the things you need to do to protect yourself and others from the virus.

Social distancing

Social distancing is important to help slow the spread of coronavirus. It does this by minimising contact between potentially infected individuals and healthy individuals.

Some of the things you can do

Do

  • keep a space of 2 metres (6.5 feet) between you and other people
  • reduce interactions with people outside the workplace and home
  • reduce the number of people you meet every day
  • avoid communal sleeping areas
  • avoid crowded places
  • work from home if possible

Don’t

  • do not shake hands or make close contact, if possible

Help slow the spread of coronavirus

To help slow the spread of coronavirus:

  • anyone who has symptoms should self-isolate for 14 days
  • everyone should limit unnecessary social contact as much as possible
  • at-risk groups should avoid close contact with people outside the home

 

How to protect yourself and others from coronavirus

Follow this advice as strictly as possible and encourage others to follow this advice too.

Do

  • Wash your hands properly and often.
  • Cover your mouth and nose with a tissue or your sleeve when you cough and sneeze.
  • Put used tissues into a bin and wash your hands.
  • Clean and disinfect frequently touched objects and surfaces.
  • Avoid close contact with people – keep a distance of 2 metres (6.5 feet) between you and others.
  • Avoid crowded places, especially indoors.
  • Follow the travel advice from the Department of Foreign Affairs.
  • Stay at home if you are sick to help stop the spread of whatever infection you may have.

Don’t

  • Do not touch your eyes, nose or mouth if your hands are not clean.
  • Do not share objects that touch your mouth – for example, bottles, cups.
  • Do not shake hands.

Wash your hands properly and often

You should wash your hands:

  • after coughing or sneezing
  • before and after eating
  • before and after preparing food
  • if you were in contact with someone who has a fever or respiratory symptoms (cough, shortness of breath, difficulty breathing)
  • before and after being on public transport or in a crowd (especially an indoor crowd)
  • when you arrive and leave buildings including your home or anyone else’s home
  • if you have handled animals or animal waste
  • before having a cigarette or vaping
  • if your hands are dirty
  • after toilet use

 

For more information, please log onto the HSE website or download this leaflet from HSE.

Updated 17th March 2020

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