ADD/ADHD & Invisible Symptoms
Invisible Symptoms of ADHD
Invisible Symptoms in Adults:
Adults with ADHD often face challenges in various aspects of their lives, from time management and organization to maintaining focus and productivity. ADHD coaching helps adults develop strategies to manage their symptoms, improve executive functioning skills, and enhance overall well-being in both personal and professional domains.
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I am currently grappling with managing impulses and frustration in the moment.
Overcoming negative thoughts and self-doubt is a struggle for me.
Developing strategies for managing symptoms feels overwhelming.
Time management and organization strategies are challenging for me.
Task prioritization and effective communication tips pose difficulties.
Long-term planning feels overwhelming.
Planning for future assignments seems daunting.
Articulating assignment instructions is a challenge I face.
Staying focused and present during conversations at home/work is something I find hard to maintain.
Invisible Symptoms in Children:
Focuses on empowering the entire family unit to understand and address the impact of ADHD. By fostering open communication, building coping strategies, and promoting a supportive family dynamic, family coaching can strengthen relationships and create a nurturing environment for individuals with ADHD.
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Storytime Disruptions: Children fidgeting and causing interruptions during storytime can be disruptive.
Wandering Minds: Students might daydream when the topic being discussed fails to engage them.
Transition Struggles: Challenges in shifting between activities may lead to resistance.
Playground Etiquette: Social difficulties such as controlling situations and impatience in waiting for turns.
Struggling to play or engage in leisure activities quietly.
Always "on the go," as if driven by a motor.
Fidgeting in Class: Fidgeting in the classroom with or tapping hands or feet or squirming in seat can be distracting for both the student and their classmates.
Struggling to stay seated during when teacher is teaching the class.
Talking too much.
Blurting out an answer before a question has been finished (for instance, finishing people's sentences, unable to wait to speak in conversations).
What is Psychoeducation of ADD/ADHD?
According to the American Psychiatric Association, Attention-deficit/hyperactivity disorder (ADHD) is one of the most common mental disorders affecting children. Symptoms of ADHD include inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought). ADHD is considered a chronic and debilitating disorder and is known to impact the individual in many aspects of their life including academic and professional achievements, interpersonal relationships, and daily functioning (Harpin, 2005). ADHD can lead to poor self-esteem and social function in children when not appropriately treated (Harpin et al., 2016). Adults with ADHD may experience poor self-worth, sensitivity towards criticism, and increased self-criticism possibly stemming from higher levels of criticism throughout life (Beaton, et al., 2022).
An estimated 8.4% of children and 2.5% of adults have ADHD (Danielson, 2018; Simon, et al., 2009). ADHD is often first identified in school-aged children when it leads to disruption in the classroom or problems with schoolwork. It is more commonly diagnosed among boys than girls given differences in how the symptoms present. However, this does not mean that boys are more likely to have ADHD. Boys tend to present with hyperactivity and other externalizing symptoms whereas girls tend to have inactivity.
ADHD & Cooccurring Conditions
According to the National Library of Medicine, many individuals with ADD/ADHD often have other conditions. Research shows that 6 in 10 U.S. children with ADHD also have another mental, emotional, or behavioral condition. Common co-occurring diagnoses include anxiety, learning disabilities, Autism Spectrum disorders, and more.