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A.D.H.D. is a neurobiological disorder in which symptoms derive from non-normative neurochemistry in the pre-frontal cortex. Behavioral symptoms caused by neurological difficulties can be traced to ‘little t traumas’, according to Francine Shapiro and others (Barkley
2002, Harpin 2005, Littman 2009, Wehmeier et al. 2010). Little t traumas are defined as any events that have a negative impact on the mind that does not qualify as P.T.S.D.
People with A.D.H.D. may experience ‘little t traumas’ and can take the form of:
Rejection
Bullying
Repeated Academic Stressors
Strained Relationships
The presence of the accumulation of small
t traumas often exacerbates existing A.D.H.D. symptoms and leads to anxiety, negative mood, and feelings of inadequacy. These byproducts of historical and chronic small t traumas cause those with A.D.H.D. to be subjectively less satisfied with their lives,
can impact well-being, and less likely to reach academic and/or career success.
The relationship between ADHD and post-traumatic stress disorder (PTSD) has been of interest in the last years.
PTSD is defined according to APA criteria as a complex clinical condition characterized by the presence of different clinical signs including disturbing thoughts, feelings or dreams related to the traumatic events, avoidance and trauma-related hyperarousal symptoms after being faced with trauma directly or indirectly, including a real or intimidating manner to death, severe injuries or sexual assault.
Epidemiological data revealed that PTSD represents the most frequently psychiatric disorder related to trauma. Most often PTSD and ADHD could be confused as there is a high degree of overlapping symptoms that could be shared. The comorbidity between these two conditions is well reported in the literature ranging from 12% and 37% across the life span even if not always reported
Executive function refers to a set of cognitive processes that help us plan, organize, initiate, focus, sustain, and shift attention, regulate emotions, inhibit impulses, and monitor and adjust behavior to achieve goals. Executive functioning deficits are a common feature of ADHD, and can result in difficulties with academic, social, and daily living skills.
Executive skills functioning training (ESFT) is a type of intervention that aims to improve executive function abilities in individuals with ADHD. ESFT is typically delivered in a one-on-one format and focuses on teaching specific skills that are related to executive function, such as time management, organization, planning, and problem-solving.
ESFT typically involves a series of structured and interactive sessions that are tailored to the individual needs of the person with ADHD. The intervention is typically provided by a trained therapist or coach, and may involve strategies such as modeling, role-playing, feedback, and goal-setting.
ESFT has been shown to be effective in improving executive functioning skills in children and adults with ADHD. The intervention can be provided as a stand-alone treatment or as part of a comprehensive treatment program that may also include medication, behavioral therapy, and educational support.
This involves teaching the person with ADHD to break down larger goals into smaller, manageable tasks and to create a plan to achieve those goals. This may involve the use of visual aids, checklists, and calendars.
Time management: This involves teaching the person with ADHD how to use their time more efficiently and effectively. This may include strategies such as prioritizing tasks, scheduling activities, and using timers and alarms.
This involves teaching the person with ADHD how to organize their environment and their belongings to reduce distractions and improve focus. This may include strategies such as creating a designated workspace, using filing systems, and decluttering regularly.
This involves teaching the person with ADHD to monitor their own behavior and performance, and to make adjustments as needed to improve their executive functioning skills. This may include strategies such as keeping a journal, using self-reflection exercises, and seeking feedback from other
EDR, or Eye Movement Desensitization and Reprocessing, does not treat or “cure” ADHD. ADHD is a neurodevelopmental condition involving differences in attention regulation, executive functioning, impulse control, and other cognitive processes.
Instead, EMDR can be used to address distressing experiences, trauma, and negative beliefs that may exist alongside ADHD.
Think of it this way:
ADHD may explain how your brain works.
EMDR can help address what happened to you along the way.
For some people, those two stories have become deeply intertwined.
Imagine growing up with ADHD before anyone understood what was happening.
You forget your homework.
You’re irresponsible.
You struggle to start an assignment.
You’re lazy.
You interrupt someone because you’re afraid you’ll lose your thought.
You’re rude.
Your room is disorganized.
Why can’t you just get it together?
You become overwhelmed easily.
You’re too sensitive.
Eventually, these experiences can become more than memories. They can influence identity.
An adult ADHD diagnosis may finally provide an explanation, but understanding something intellectually doesn’t necessarily change how it feels emotionally.
You can know “My brain works differently” while another part of you continues to believe “I’m a failure.”
The core aspects of developing a therapeutic alliance with your psychologist or therapist involves a set of factors developed by Carl Rogers. Carl Rogers is the father of person-centered psychotherapy,
Setting morning intentions is a great way to experience more balance in your life. Intention setting is the practice of applying principles of change with how you want to live, be and show up in the world.
After it happened, when the world shut down for a total of 3-6 months, it was harder to get up and pretend like everything was normal again. For me, when
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