5 Parent Self-Care Ideas: Parenting ADHD in a Pandemic
Parent self-care is essential during these times in a pandemic. Parenting an ADHD child or teen can add even more complexity to this difficult time. Children and teens with ADHD have symptoms that make remote learning more difficult due to executive function challenges, and they need more support with this new system. Factoring in self-care to an already full life of work, family and now teaching can be complicated. In fact, it’s usually the first thing to go out the window when people are stressed. But it should be one of the last. You have to take care of yourself so you can take care of others.
As you are told to put the oxygen masks on you before your child in order to be a support, the same principle applies here. Exercise, nutrition and emotional support are key elements to helping you run this long, arduous race.
5 Parent Self-Care Ideas during a Pandemic:
1. Get some physical exercise:
Not only will your body and your brain benefit enormously from the endorphins that exercise produces but you will also feel less resentful because you’ve done something good for yourself in the midst of all of the stress in your list. Make a parent self-care list of two types of activities you could actually do: one for home activities and one for safe outside activities. For the first list, include taking the stairs or seated/wall yoga poses to do when you need a break. For the second list, identify times and activities of exercise that you ENJOY and want to do. Decide how often you can do something and put it on your calendar with a reminder alarm. The goal is to use your body to help you let go of stress, not to get into the best shape of your life.
2. Eat well:
Shopping during COVID has become a little more complicated. The good food in your home get eaten first, and what's left may not be what you desire. You need fuel for this marathon, so make a list of healthy snacks that can stay fresh longer to purchase the next time you go to the grocery store.
3. Shop local:
Consider ordering take out from your community restaurant to bring in a healthy meal. Get your hair done and get a message if you are comfortable with the proximity. Even a box of tasty chocolates can brighten a day. Shopping local is a fun activity for family and parent self-care, but it also provides you with opportunities to support your local small businesses that are likely struggling during the pandemic. In addition, you're fostering connection with your community as a whole.
4. Practice meditation:
Take some each evening before bed or each morning as you awaken to be with yourself. Guided meditations on Apps such as Headspace, Mindful or Insight Timer can be a great way to start or end your day (or both) with a sense of personal calm, insight and hope.
5. Parent self-care includes connection & support:
Consider getting professional help or joining a support group if you need it to get through this horrible time. Stay connected to others but have some ‘me’ time, too. The Pandemic is a great way to tune into your own needs and discover what you can do for yourself to keep moving forward. Self-care is not selfish. It is a requirement for a happy soul and family.
Learn more:
22 News Mass Appeal: Improve your health by giving
ADHD and Motivation: How stress reduces productivity and what you can do about it
In October, the American Psychological Association released the results of its latest Stress in America survey. The report concluded that stress about COVID-19, the economy, racism and politics are threatening the mental health of our country, especially young people. In fact, the survey found that Generation Z students ages 13-17(81%) reported a negative impact on their lives from pandemic-related school changes and 51% said that planning for their future felt impossible. If we add to these results the daily stress that neurodivergent students with ADHD already face with remote/hybrid learning, it’s easy to understand why they are overwhelmed, discouraged and fed up. How can we help manage ADHD and motivation in these unprecedented times?
Challenges with ADHD and motivation for kids and teens
Kids and teens with ADHD have trouble regulating their attention. When they are stressed, it’s even harder to concentrate. Flooded by emotions that they can’t process or break down, their brains resort to fight, flight or freeze mode. Distractibility increases and cooperation goes down while procrastination rules the day.
You’ll see more angry outbursts from your child or teen, bouts of irrational anxiety and flashes of hopelessness and helplessness. As a parent, it’s tough to know what to do that’s helpful in these moments. Threats and punishment may get the job done temporarily, but they fail in the long run. They simply don’t teach the lasting skills about motivation that your student really needs. What can you do instead?
Nothing positive can occur when kids are in the middle of a stress reaction. Yes, they need to start their math worksheet, study for the science test or write that history paper. But, in those moments, no clear thinking occurs. Slow things down and do something different. STOP the action.
What’s most important is that your son or daughter feels listened to and cared for. Feeling heard reduces their stress reaction and the isolation that they feel. Once they are calmer, then you can brainstorm how to approach the task at hand. This is how we motivate kids when they are stuck. We honor their struggle and gently shift their direction.
Reduce stress and help kids with ADHD with motivation by using the 3 R’s: reflect, reassess and recalculate.
1. Reflection:
Listen to what your son or daughter is showing you with their behavior and their words. Rather than interpreting or solving problems, just reflect back what you hear and ask if there’s anything more they want to say. Empathize with their struggle. Believe me, they would rather not procrastinate. Many kids who struggle with ADHD and motivation tell me that they hate this cycle and feel defeated but don’t know how to break out of it.
2. Reassess:
Talk through what’s going on and what realistic options look like. Anxiety and depression related to stress distort our thinking and exaggerate negativity. Concentrate on what is really happening here? The calmer you can be, the easier it will be for your child or teen to collect themselves. There are three types of procrastination:
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- Perfectionism (“If I can’t get do it just right, why bother?”)
- Avoidance (“I hate doing this, it seems like I’ll never finish so I’m not going to try.”)
- Productive (“I’ll do other stuff that needs to get done but not the main thing because it seems overwhelming or impossible.”)
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Which one is your child engaging in and why?
3. Recalculate:
Like your GPS, your student needs to pivot and go another way. How can you assist them in breaking down the task into smaller, more manageable parts? The key to getting started when you have ADHD and motivation challenges is feeling like you can do something and there is an end in sight. What is the bare minimum that your child or teen can do right now? Perhaps you need to reset the threshold today, email the teacher and strategize new options tomorrow.
Use meaningful incentives to teach your son or daughter that effort leads to satisfying accomplishment. Incentives change the conversation from “I can’t” to “Let’s try a small step and earn a desired reward.” This extrinsic motivator helps kids get going until the intrinsic motivation system kicks in--by the late teens or early twenties in neurotypical kids with, as much as a three year delay in young people with ADHD.
Over time, your child will learn to put the have-to’s in front of the want-to’s but this lesson takes patience, practice, scaffolding and collaboration. Work together to determine incentives and then stick with whatever you agreed to. When you are faced with that inevitable pushback from your son or daughter, remember that kids freak out when they feel overwhelmed because they lack appropriate coping skills to deal with challenges they are facing. Take a deep breath and meet them where they are, offering love and support for the scary place they are in.
Source: Stress in America 2020 survey signals a growing national mental health crisis. (n.d.). Retrieved December 08, 2020, from https://www.apa.org/news/press/releases/2020/10/stress-mental-health-crisis.
Read more blog posts:
- Perfectionism and ADHD: Why 'good enough' is better than perfect
- Personal Project Planners for ADHD Minds: Start managing tasks, time and ideas with this creative tool!
- 5 Tips to Uplevel Your Spring Cleaning and Decluttering
Watch on Dr. Sharon Saline's YouTube Channel:
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- Initiating and Completing Tasks with ADHD (ADDitude Mag ADHD Q&A with Psychologist Dr. Sharon Saline)
- Planning and Prioritizing with ADHD (ADDitude Mag ADHD Q&A with Dr. Sharon Saline)
- Kids Feeling Bogged Down? Here are 4 Tips to Boost Motivation (WWLP 22 News interview with Dr. Saline)
Deeper dive: https://drsharonsaline.com/product/motivation/ https://drsharonsaline.com/product/hw-hassle-vid/ https://drsharonsaline.com/product/home-seminar/
Taking Control: The ADHD Podcast: Parenting, Anxiety, and COVID at Home with Dr. Sharon Saline
Holidays and Family Estrangement
Family estrangement refers to the loss of a former relationship between parents and children, siblings or other extended family members. Holidays are times when this estrangement can lead to anxiousness, PTS and other conditions. Estrangement reflects physical or emotional distancing and minimal contact or communication for an extended period. It can result from many things: physical, sexual, verbal, child or elder abuse, neglect, divorce, trauma, money, inheritances, substance abuse or something else. When people are estranged from their parents, their feelings may often be complicated. There may be a mix of relief, grief, sadness or anger. Often they see the decision to cut ties with that family member as a life-saving measure.
Estrangement: An example
One young man I’ve worked with was sexually abused for 5 years as a 
child by his older, schizophrenic brother after his father died. When he finally told someone at his school, the Department of Social Services intervened. He was moved to his aunt’s house where he lived until graduation. Since he has no contact with that brother who currently lives with their mother, he also has no communication with her. This is a choice he made for his own mental health. He believes his mother chose his brother’s well-being over his own. In order to move on with his life and cultivate healthier relationships, he needed to sever their communication. He still deals with his traumatic past when memories arise periodically, but he’s been able to find a loving partner and create his own family.
How to manage the holidays with estranged family members
If you decide to see estranged family members over the holidays, it’s critical to establish clear, firm boundaries about your contact. Consider emailing in advance. Let et them know what you don’t want to discuss and what you do. Often these visits can be very triggering and activate old wounds.
If you feel afraid that the contact will not be safe for you, it’s okay not to push yourself.
Ask yourself these questions if you choose to interact:
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How long can I actually spend with this person before I start to feel overwhelmed or uncomfortable?- What is my safety plan for when I am triggered?
- Who is my ally in this situation? What is my plan for checking in with them throughout the gathering?
- How can I appropriately leave when I need to and where will I go?
- Who will help me process this experience when it’s over just in case I need that?
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Whether you choose to connect with an estranged family member or not, check in with yourself. This has been a hard year, make sure you aren't putting more on your shoulders than you can handle this year.
Read more blog posts:
- Family, Forgiveness and ADHD: Loving and letting go, during and beyond the holiday season
- Plan Now for A Happier Family Holiday Season
- Gratitude in an Age of Uncertainty
Source: Span, P. (2020, September 10). The causes of estrangement, and how families heal. The New York Times. Retrieved December 20, 2021, from https://www.nytimes.com/2020/09/10/well/family/family-estrangement.html
22 News Mass Appeal: Tips on Beating Pandemic Boredom
Gratitude in an Age of Uncertainty
It’s clear that this holiday season won’t look like anything we’re accustomed to. Unable to gather safely with beloved family and friends, many of us (myself included) are planning for much smaller dinners. With all of the uncertainty we’ve been facing as individuals and as a country, it’s more important than ever to teach and practice gratitude for what we have and what’s gone well. How can you do this when you (and your family) may be frustrated, disappointed and anxious?
Gratitude: Thankful
The Cambridge Dictionary defines gratitude as “a strong feeling of appreciation to someone or something for what the person has done to help you." I like this definition because it’s grounded in human relationships, and is more specific than ‘being thankful.’
For some people, it may be easy to feel generally thankful. For others, it may be tougher. Perhaps someone you care about has been sick or died; your children are struggling with remote/hybrid school; or you are dealing with food, housing or job insecurity. Whatever your particular situation may be, shifting the focus and noticing how someone has helped in recent months may open your eyes and your heart to a more accessible type of gratitude.
Expressing appreciation can lead to stronger relationships
In our crazy busy lives, we may toss a perfunctory ‘thank you' for a small act of kindness without wholeheartedly expressing it. Though we may value a patient teacher, an attentive nurse or a competent mechanic, we often don't take the time to let them know. I believe that the holiday season, starting with Thanksgiving and continuing on through the New Year, offers us an opportunity to express genuine gratitude with people who have touched our lives.
Children and teens with ADHD, who may miss social cues or be unaware of how their actions impact others, really benefit from slowing down and taking stock of helpers in their lives. Teaching kids to notice how people treat them and how to acknowledge consideration and generosity shows them that these qualities matter. They learn compassion, understanding and empathy.
Here are a few tips to practice gratitude in your family this year:
1. Notice what you have, not what you don’t.
We all can live in the ‘shoulds’ and ‘wants’. “I should be able to do X.” “I want a new phone.” When your son or daughter rails on how unfair it is that they don’t have this or that, trying to convince them otherwise wastes your time and energy. Instead of lecturing them and going negative yourself, take a deep breath, validate their longing and encourage them to keep a list of what they want for the future. Try not to engage but, if you must say something, remind them to focus on what they have and set goals for getting what they want.
2. Build awareness of gratitude: A family activity
Grab a stack of Post-Its or scrap paper, and gather your kids together for a 15 minute activity. Ask them to write down 3 specific things in their lives that they appreciate. From sports teams, to their iPad, to hot showers--anything is acceptable.
Next, ask them to connect those items to the person who made sure they happened or provided them. Post these on a large piece of paper, bulletin board or wall in a common area, such as the kitchen or living room. This activity helps your kids see that the cool stuff in their lives is linked to real people.
3. Express gratitude, simply or creatively:
Similar to learning how to give an authentic apology, kids with ADHD may not express appreciation as we typically expect. While eye contact and a heartfelt ‘thank you’ are ideal, your child or teen may do better with writing or expressing their gratitude in other ways.
Consider doing something fun this holiday: Write everybody’s name down on separate pieces of paper. Then, place them in a hat. Have each family member pick a name, and then write or draw a thank you note for an act of kindness that person has shown during the past week, month or year. Place these notes on plates, and open them together before your meal.
The day after Thanksgiving is also a holiday
The day after Thanksgiving is often filled with Black Friday shopping. But, it’s also a holiday. On October 8, 2008, President George W. Bush signed The Native American Heritage Day bill into law. This day is designated to pay tribute to Native Americans and their important legacy. Consider taking a few minutes to talk with your children about these contributions and how they have enriched our lives.
Read more blog posts:
- Holidays and Family Estrangement
- Back Together with Gratitude: Managing your emotions and expectations during the holidays
- Family, Forgiveness and ADHD: Loving and letting go, during and beyond the holiday season
Source: Meaning of gratitude in English. Cambridge English Dictionary. (n.d.). Retrieved December 20, 2021, from https://dictionary.cambridge.org/us/dictionary/english/gratitude
ADDitude Mag: Why Does Fear of Failure Cripple My Teen with ADHD?
HealthCentral: Let's Talk About ADHD in Children
Reducing Teen Stress and Anxiety during Pandemic
The Enormity of the COVID19 Experience
My heart goes out to teens and young adults. Staying compassionate, offering to collaborate on tasks and being available to talk through emotions is critical in reducing teen stress and anxiety during this pandemic. Don’t try to solve issues. Offer suggestions and avoid getting hurt if they aren’t taken. Young adults often like to figure things out for themselves, which means trial-and-error learning. Sometimes the best support you can give is managing your own frustrations, sharing your feelings without blame or guilt and validating their successes.
Strategies and Practical Approaches that WORK
- Help teens acknowledge these uncomfortable feelings without trying to fix them - It’s natural to have low morale and feel stuck right now. This situation is no one’s fault and everybody is trying hard to manage the best they can. Focus on building their resilience. Consider past difficulties and reflect on how they overcame them. Explore how those strategies could apply to current challenges. Write these strategies down so teens can refer to them later.
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Set realistic and appropriate goals - Teens may not be able to concentrate with hybrid learning as well as they have in the past. Keeping that in mind, work together and come up with do-able daily and/or weekly routines. Collaborate on a daily schedule that includes timed work and break periods, exercise, physical distance socializing and screen-free times. Having a reliable routine will keep kids grounded and on track. It helps them with predictability in these uncertain times.
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Instill gratitude - every day, no matter how small, find one thing to be grateful for. Eating a yummy dinner, FaceTiming with a dear friend or
playing a fun video game. It’s easy for teens to dismiss what they have in favor of longing for what they don’t. Help them shift their perspective to see the positive things that are going on instead of focusing on the things they are missing. -
Wonder instead of worry - When teens don’t know what to expect and feel perpetually uncertain, their anxiety increases. In these times, they’re likely to act out because they may not have the language to express the combination of anger, frustration, sadness and worry that’s underneath their behavior. Help them tolerate the insecurity and pivot. Being curious instead of worrying means wondering about possible outcomes from a place of confidence that they can handle whatever arises.
To be honest, I used mental health days with my daughter when she was a teenager. About twice a semester, she would hit a wall: she needed sleep and some down time to get her head back in the game. So, we periodically gave her a “Sick-and-Tired” day off from school. It wasn’t planned but we had agreed as a family in advance that she could have 2 such days per semester. It was a successful collaboration: she felt that she got the mental health day she needed and we saw a positive difference when she returned to school.
Deeper Dive:
https://drsharonsaline.com/2020/06/30/whats-a-normal-level-of-anxiety/ https://drsharonsaline.com/2020/03/10/kids-and-mental-health-days/
22 News Mass Appeal: Tips to Make Online Learning Easier
HealthCentral: Let's Talk About How ADHD Is Diagnosed
How ADHD Is Diagnosed
This content is excerpted from HealthCentral on How ADHD Is Diagnosed. I am one of the panel experts, along with Russell A. Barkley, Ph.D.Clinical Professor of Psychiatry and Rosemarie Manfredi, Psy.D. Licensed Psychologist and Certified School Psychologist Let's Talk About How ADHD Is Diagnosed
How ADHD Is Diagnosed. There's no single test that can determine if you or your child has ADHD, but we'll help you get the answers you’re seeking. First, What Exactly Is ADHD?
- Inattention (wandering off task, loss of focus, disorganization)
- Hyperactivity (being in constant motion)
- Impulsivity (acting or speaking without thinking)
People with ADHD may have one of these signs or symptoms, or a combination. Most kids have the type of ADHD that’s a combo of symptoms. More than 6 million children have been diagnosed with ADHD. Roughly 11 million people, or 5 percent of the adult population, have it, too according to a 2016 report from the Centers for Disease Control and Prevention (CDC).
Who Diagnoses ADHD?
ADHD can't be diagnosed based on a 15-minute checkup. A proper ADHD diagnosis involves interviews with the person and their parents or other loved ones—and teachers, if applicable. There are checklists, observations, official questionnaires and a medical evaluation, too. Before calling on a trained ADHD expert, know this: Only medical professionals, like physicians and nurse practitioners, can perform a thorough physical evaluation to rule out other possible medical causes of ADHD-like symptoms. As part of a complete check-up, you or your child should get a vision and hearing test. Your physician may also screen for brain injuries, such as a concussion, and look for an underlying seizure or sleep disorder. In rare cases, individuals with ADHD-like symptoms may have thyroid dysfunction. If this is suspected, a blood panel may be ordered. At the same time, other conditions can masquerade as—or coexist with—ADHD. These include:
- Developmental delays
- Autistic spectrum disorder
- Learning disabilities
- Anxiety
- Depression
- Trauma
- Bipolar disorder
- Obsessive-compulsive disorder
According to the American Academy of Pediatrics, the majority of children diagnosed with ADHD also meet the diagnostic criteria for another mental health disorder. These types of issues are normally screened for during the next step of the ADHD diagnosis process: The comprehensive evaluation (also called a comprehensive assessment).
Read more in HealthCentral for information on:
Where Can I Get an Evaluation?
What’s a Comprehensive Evaluation for ADHD?
The Diagnostic Interview
Standardized Behavior Rating Scales
Interview With VIPs
DSM-5 Symptom Checklists
Are There Other Tests for ADHD?
What About School Evaluations?
What Are the Chances of a “False Positive” or a Misdiagnosis?
FREQUENTLY ASKED QUESTIONS about ADHD Diagnosis
Read the HealthCentral Article
Additional Resources:
https://drsharonsaline.com/2020/10/02/video-going-back-to-school-w-dr-sharon-saline-debbie-reber/
ADHD Teens and Remote Learning: 5 tips for learning success
Has your ADHD teen hit a wall with remote learning? Many teens with ADHD in middle and high school are struggling with organization, initiation, time management and a limited capacity for self-evaluation. It’s tough as a parent of a teen to know how much involvement is appropriate and when it’s too much. Independent school work--whether it’s attending remote classes or doing homework--require most, if not all, of kids’ developing executive functioning skills. These skills need to be taught directly, and your teen can’t learn them on their own, despite whatever pushback they show you. Today I’m going to discuss how to strengthen a few of the key executive functioning skills needed for school success.
Collaborate with your ADHD teen about remote learning practices, and make a plan together.
First and foremost, you’ll need to co-create a plan with effective interventions to build these skills with less arguing. The key to creating any programs and having them last is to collaborate with your teen.
- Set a time for a weekly family meeting.
- At the meeting, pick ONE skill to address that you both agree on.
- Then, brainstorm solutions and include at least one of their ideas in your new plan.
- Prepare to tweak this plan at your weekly chat. As you live with some of these changes, they will likely need to be adjusted.
Finally, remember to validate and acknowledge ANY cooperation and progress towards the goal. When you notice their efforting, kids feel encouraged and will keep trying. 
5 tips to help ADHD teens with remote learning challenges:
1. Prepare ADHD teens for the remote learning process
While you’re probably not trained as a teacher, and you may not understand the algebra that your teen is learning, you can still set up the home as a meaningful learning environment. Take some time to understand the online school platform. Make sure your teen does, too. They are agile with the internet, but not perhaps with the intricacies of this site.
Tip: Establish appropriate expectations.
Most teachers are very good at letting their students know what they anticipate from them. You must do the same thing.
If your teen has trouble with completing and submitting their work, set up a routine with the expectation that, at the end of doing homework, you see their finished work and confirm that it’s been uploaded correctly. Provide regular check-ins: ask if they are stuck on something and, if you can’t help them, brainstorm who can.
2. Organization:
Everything needs a place and that includes online materials. When a student attends school in-person, they have materials such as pencils or pens, notebooks, workbooks and textbooks. They store papers and worksheets for classes in folders or files. These materials may be messy or neat, but there’s usually some type of system.
Tip: Manage digital information in a systematic way.
Teens with ADHD need a similar storage system for remote learning: files and folders that are clearly marked and accessible for class materials, separate browsers for school and fun stuff and calendars for what’s due when.
These calendars can be digital or paper or both. A weekly online calendar with color blocks of what’s happening when, a whiteboard that changes weekly or a paper calendar with Post-Its of tasks will provide a map for your teen of what to do. Give extra time for organizing materials and work with what systems make sense to your teen (by color, subject, numerical, etc.)
3. Initiation:
Many teens with ADHD struggle with initiation and are excellent procrastinators. They simply can't start with unpleasant or intimidating tasks, either because of the quantity of the task or its content. If something seems too overwhelming and unpleasant, they can’t get started due to three different types of procrastination:
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- Perfectionism (“It’s got to be just so”)
- Avoidance (“I hate this”)
- Productive (“I’ll do something I like that I have to do instead of the important thing”).
Tip: Help ADHD teens with remote learning assignments by breaking them down and using incentives.
The greatest barrier to initiation is someone’s perception of the task. Most teens with ADHD can see the value of completing tasks, but they may well lack the interest, skill or focus to do it. Make tasks small enough that beginning them is within your teen’s reach. Instead of doing five math problems, start with one.
If your teen doesn’t understand the remote learning material, arrange regular help sessions with the teacher.
To promote follow through, set up timed work periods based on how long your teen can focus before distraction impacts their productivity. For example, maybe they work for 15 minutes, take a planned 5 minute break and work for another study period with another short break, and a final push before a bigger incentive/reward for their efforts.
3. Time management:
It’s very common for people with ADHD to experience time-blindness. They wrestle with how to feel and understand time. This challenge makes it harder for kids to estimate how long something will take and what they can do in a certain amount of time. This misunderstanding of time affects their capacity for organization and motivation. Luckily, time responds very well to direct instruction.
Tip: Make time physical, and use external alerts.
Use analogue clocks or timers to show kids how time moves. Instead of guessing about time, collect information by putting on your scientist’s cap. Post a simple chart of a few dreaded tasks, a guess about how long they will take and then a measurement of the amount of time it actually took. For three days, ask your teen (or work with them) to keep track of these, Then review your findings and adjust your weekly/daily calendar accordingly.
4. Self-evaluation:
Self-evaluation, also known as metacognitive awareness, is the last executive functioning skill to coalesce. Often, this happens in the mid-to-late twenties for people with ADHD. The term self-evaluation refers to the abilities for self-understanding, judgment and decision-making. It’s critical to develop this capacity for self-reflection as children mature. Teens who are naturally more self-focused are primed for this process. Better self-awareness fosters the academic and social competence they’ll need for adulthood. When kids understand what kinds of learners they are, they are more likely to feel more confident in their abilities and solve problems more effectively. This is important for adapting to new situations, such as teens with ADHD adjusting to remote learning.
Tip: Ask open-ended questions to guide self-reflection.
Instead of telling your teen what they’re not aware of, or how they could do something differently, ask them questions such as:
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- “What’s helped you before that you could apply to this situation?”
- "What are some other choices you could make in the future in a similar experience?”
- “When facing something that you dislike, what's one strategy that works to get you started?”
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Share some of your observations if they are stuck.
Read more blog posts:
- At-Home Learning with ADHD: Creating an ADHD-friendly learning environment
- Feeling overwhelmed by something? Break it down!
- Return to School with ADHD: Tips on Helping Anxious Kids Transition Smoothly
Watch on Dr. Saline's YouTube Channel:
- How to Help Your Children Transition Back to School Smoothly (WWLP 22 News Mass Appeal interviews Dr. Saline)
- ADHD Students: Tips for Transitioning Back to In-person Learning (ADDitude ADHD Parenting Q&A with Dr. Saline)
- Help Your Kid Overcome School Anxiety (Operation Parent Webinar with Dr. Saline)
Deeper Dive: https://drsharonsaline.com/product/online-learning-tips-for-parents-bundle/ https://drsharonsaline.com/product/home-seminar/
22 News Mass Appeal: Children and politics: How to address anxiety and validate concerns
ExQ Infinite Know How: Confident and Curious Webinar
Re:Set: How Misrepresentation of Adderall in Pop Culture Impacts People With ADHD
Teens with ADHD Habits that Hurt their Mental Health and How to Change Them
In the course of the past few months, I’ve seen a few major habits in teens that seem to be hurting their mental health more than help them. Here are my recent observations and some tips to turn these behaviors around.
Too much time on social media
Social media not only seems to suck up time faster than you notice but it also is built so that people compare themselves to others. These comparisons are rarely favorable and people walk away with not feeling positive about themselves. As one adolescent girl told me, “No one ever posts pictures of their face mid-menstrual break-out or of their bombed test grade.” Teens especially feel pressured to keep up with friends, stay in touch and maintain an image that they’ve created. This creates more stress in their lives which interrupts their ability to reflect on themselves, what they think and create a sturdy sense of self. Tip: Schedule screen-free time during each day. Whether it’s during a meal or after-school to take a break, help teens create some screen-free time to give their eyes and their brains some much-need time away from technology to recover.
Eating fast food on the run
We are so much of what we eat and we eat non-nutritious food quickly, we’re not providing our brains or bodies with the appropriate fuel needed to think and function well. Sharing a meal is not only good for adolescent physiology but it also provides an opportunity for them to connect with people face-to-face and talk about our lives. During a sit down meal, our bodies slow down and properly digest our food so we can ::absorbe the nutrients and simultaneously take a much-needed break from the chaos of our lives. Tip: Create regular family meals in your routine. Set aside particular days and times when the family gathers together to share some nourishment. Engage your teen in cooking as well. This is a great opportunity for them to learn a useful and rewarding life skill as well.
Having arguments via texting or emailing
Nobody can take an emotional weather report via electronic communication. If you say something difficult or sensitive this way, there’s no way to perceive how your words affect the other person. You also may not perceive whatever feelings are brewing inside them. It’s easier to disengage and avoid accountability for your words and actions. Teens need to learn and practice interactional skills not only for healthy personal relationships but also for school, work and life situations where they have to deal with others. Tip: Assist your teen in dealing with issues more directly, either by phone call, Zoom or safely in-person. Help them come up with some phrases they can say and role play these conversations so they feel more comfortable and confident.
Giving up before they even start
Many teens with ADHD struggle with low motivation, negative outlooks and avoidance procrastination. They put off activities--homework, chores or hygiene--because they don’t enjoy them and may not see the value in them. Many kids have a history of not succeeding despite exerting themselves. They don’t believe that they can do anything differently now. An adolescent boy told me, “I’ve tried before and failed so why would it be any different now?” Tip: Break tasks down into smaller chunks. This will make projects more manageable. Help kids recall times when they made efforts and succeeded. Clarify what tools and actions they had used. Notice their efforting--their progress towards a goal and encourage them along the way.
ADHD Awareness Month Q&A: Why Should I Consider Parent Training?
22 News Mass Appeal: Help stop arguments with your children by using these 4 strategies