Archives 2024

Helping Your Child Learn to Focus with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that can make it challenging for children to focus on tasks, complete assignments, or stay organized. While ADHD presents unique challenges, parents can adopt effective strategies to help their child build focus and self-regulation skills. Below are research-backed techniques to support children with ADHD in learning how to focus.

1. Establish a Routine

Children with ADHD thrive on structure and predictability. Creating a daily schedule helps reduce distractions and provides clear expectations.

• Why it works: Routines help children anticipate what comes next, reducing anxiety and impulsivity (Pfeiffer, 2022).

• How to implement: Use visual schedules, timers, and reminders to organize daily activities, including homework, chores, and free time.

2. Break Tasks into Smaller Steps

Long or complex tasks can feel overwhelming for children with ADHD. Breaking assignments into smaller, manageable steps can increase focus and reduce frustration.

• Why it works: Research shows that smaller tasks are less intimidating and allow for frequent moments of accomplishment, reinforcing motivation (Barkley, 2021).

• How to implement: Use checklists or break down projects into timed segments, focusing on one step at a time.

3. Create a Distraction-Free Environment

An organized and distraction-free workspace can significantly improve a child’s ability to concentrate.

• Why it works: Reducing visual and auditory distractions supports sustained attention and task completion (Zentall, 2015).

• How to implement: Set up a dedicated workspace away from televisions, phones, or other distractions. Use noise-canceling headphones if needed.

4. Incorporate Physical Activity

Physical activity can help children with ADHD release pent-up energy and improve cognitive function.

• Why it works: Exercise has been shown to enhance attention and executive functioning in children with ADHD (Halperin et al., 2020).

• How to implement: Incorporate regular breaks for movement, such as stretching, jumping jacks, or a quick walk.

5. Use Positive Reinforcement

Children with ADHD respond well to positive reinforcement when they demonstrate desired behaviors.

• Why it works: Praise and rewards can encourage focus by associating effort with positive outcomes (Millichap, 2021).

• How to implement: Provide specific praise for focused behavior, such as, “Great job working on your math problems for 10 minutes without getting distracted!”

6. Teach Self-Regulation Techniques

Teaching mindfulness and self-regulation strategies can help children recognize when they are losing focus and how to redirect their attention.

• Why it works: Mindfulness has been shown to improve emotional regulation and attention span in children with ADHD (Zelazo & Lyons, 2012).

• How to implement: Practice deep breathing exercises, guided meditation, or focus games like “Mindful Minute.”

7. Leverage Technology Wisely

While excessive screen time can worsen focus issues, using technology designed to aid organization and focus can be beneficial.

• Why it works: Tools such as time management apps or gamified educational programs can enhance engagement (Radesky et al., 2020).

• How to implement: Use apps like Forest or Todoist to encourage task management and accountability.

8. Communicate with Educators

Collaboration with teachers can ensure consistent strategies across home and school environments.

• Why it works: A team-based approach provides continuity in behavioral strategies and accommodations (DuPaul & Stoner, 2014).

• How to implement: Share strategies that work at home and ask teachers for regular updates about your child’s progress.

Supporting a child with ADHD requires patience, consistency, and tailored strategies. By implementing routines, breaking down tasks, creating distraction-free environments, and fostering self-regulation, parents can help their child develop the focus and skills necessary for success. Open communication with educators and professionals can further enhance these efforts, ensuring a supportive and cohesive approach.

This article is written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years experience in the social work field. He currently serves as executive Director and outpatient behavioral health therapist of Southeast Kentucky Behavioral Health based out of London Kentucky. Mr. Collier may be reached by phone at 606-657-0532 extension 101 or by email at [email protected].

References

• Barkley, R. A. (2021). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

• DuPaul, G. J., & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies. Guilford Publications.

• Halperin, J. M., et al. (2020). Physical activity intervention improves sustained attention and executive functioning in children with ADHD. Journal of Attention Disorders, 24(10), 1408-1415.

• Millichap, J. G. (2021). Attention Deficit Hyperactivity Disorder Handbook: A Physician’s Guide to ADHD. Springer.

• Pfeiffer, S. (2022). Routines for children with ADHD: Why they matter and how to build them. Psychology Today.

• Radesky, J., et al. (2020). Digital technology and ADHD: Benefits and risks. Pediatrics, 145(S2), S157-S162.

• Zentall, S. S. (2015). Environmental support for children with ADHD. Behavioral Interventions, 30(3), 153-164.

• Zelazo, P. D., & Lyons, K. E. (2012). Mindfulness training in childhood. Developmental Psychology, 48(5), 1023-1031.

Understanding ADHD and Its Types

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that commonly begins in childhood and can persist into adulthood. It affects attention, impulsivity, and activity levels, often impacting social, academic, and occupational functioning. According to the American Psychiatric Association (APA), ADHD is one of the most common mental health conditions among children, with an estimated prevalence of 5-10% globally (APA, 2022). ADHD manifests in different forms, categorized into three primary types: predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation.

What is ADHD?

ADHD is characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that interfere with daily functioning or development. The exact cause of ADHD is not entirely understood, but research suggests it results from a combination of genetic, neurological, and environmental factors (National Institute of Mental Health [NIMH], 2022). Key symptoms include difficulty sustaining attention, forgetfulness, excessive talking, and acting without considering consequences.

Types of ADHD

ADHD is divided into three types based on the predominant symptoms:

1. Predominantly Inattentive Presentation

Individuals with this type primarily exhibit symptoms of inattention, such as:

• Difficulty focusing on tasks or sustaining attention.

• Being easily distracted by external stimuli.

• Frequently losing items needed for daily activities.

• Forgetfulness in daily routines.

This type is often referred to as “ADD” (Attention Deficit Disorder), though this term is no longer officially used in medical diagnoses. It is more common in girls and may be underdiagnosed due to the subtler nature of the symptoms compared to hyperactivity.

2. Predominantly Hyperactive-Impulsive Presentation

This type is marked by symptoms of hyperactivity and impulsivity, such as:

• Fidgeting or squirming when seated.

• Inability to remain seated in situations where it is expected.

• Interrupting others during conversations.

• Difficulty waiting for one’s turn.

This presentation is more noticeable in children, as they may frequently run, climb, or exhibit other inappropriate behaviors for the context.

3. Combined Presentation

The combined type is diagnosed when an individual exhibits significant symptoms of both inattention and hyperactivity-impulsivity for at least six months. This is the most common type of ADHD and can result in significant challenges in academic, occupational, and social settings.

Diagnosis and Treatment

ADHD is diagnosed based on criteria outlined in the DSM-5-TR, which requires that symptoms be present for at least six months and interfere with functioning in at least two settings (e.g., home and school) (APA, 2022). A comprehensive evaluation often includes clinical interviews, behavior assessments, and input from caregivers or teachers.

Treatment for ADHD typically includes:

1. Behavioral Therapy: Focuses on teaching strategies to manage symptoms and improve functioning.

2. Medication: Stimulants such as methylphenidate (e.g., Ritalin) and amphetamines (e.g., Adderall) are the most common pharmacological treatments. Non-stimulant medications may also be used.

3. Educational Support: Individualized Education Plans (IEPs) or accommodations under Section 504 of the Rehabilitation Act can help students with ADHD succeed academically.

ADHD is a complex and multifaceted condition that affects individuals differently depending on the type and severity of symptoms. Early identification and tailored interventions are essential to support those with ADHD in managing their symptoms and achieving their full potential. Ongoing research continues to uncover insights into ADHD, paving the way for improved understanding and treatment approaches.

This article was written by John S. Collier, MSW, LCSW. John has over 25 years in the social work field. He is currently serving as the executive Director and outpatient behavioral health provider at Southeast Kentucky Behavioral Health based out of London Kentucky. John may be reached by phone at 606-657-0532 extension 101 or by email at [email protected].

References

• American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed., Text Revision). American Psychiatric Publishing.

• National Institute of Mental Health. (2022). Attention-Deficit/Hyperactivity Disorder (ADHD): Overview and Diagnosis. Retrieved from https://www.nimh.nih.gov.

• Centers for Disease Control and Prevention (CDC). (2022). ADHD Throughout the Lifespan. Retrieved from https://www.cdc.gov.

Let me know if you’d like further refinements or additional sources!

Managing the Gap Between Perception, Expectations, and Reality in Marriage: A Psychological Perspective

Marriage often begins with a blend of excitement, hope, and expectations about the roles partners will play. For many women, the concept of a husband is shaped by cultural norms, personal upbringing, and media portrayals, which can lead to a distinct perception of what a partner “should” be. However, the reality of married life often reveals that individuals bring unique traits, flaws, and complexities into the relationship that may not align with those preconceived ideals. The process of reconciling this gap is central to building a healthy, enduring partnership.

Perceptions and Expectations of a Husband

The perception of an ideal husband varies across cultures and individuals. Studies suggest that traditional expectations of a husband often include emotional support, provision of financial security, and shared domestic responsibilities (Fowers, 1998). These perceptions are shaped by societal roles and personal experiences, including family dynamics witnessed during childhood. For instance, a woman raised in a household with a nurturing and present father may expect similar traits in her spouse.

Media also plays a significant role in shaping these perceptions. Romantic comedies and novels often depict husbands as highly attentive, emotionally available, and consistently fulfilling their partner’s needs. While such portrayals can be aspirational, they may inadvertently set unrealistic benchmarks that are difficult for real individuals to meet.

Adjusting to the Reality of Marriage

Marriage, as psychologists emphasize, is a journey of understanding and acceptance rather than perfection. When a husband does not fit the initial mold envisioned by his spouse, the process of adjustment requires several critical steps:

1. Acknowledging Differences: Research shows that the ability to tolerate differences in personality and behavior is key to marital satisfaction (Gottman & Silver, 1999). Recognizing that no partner can fully embody every ideal trait helps reduce feelings of disappointment.

2. Developing Realistic Expectations: Unrealistic expectations can lead to dissatisfaction and conflict. A study by Fletcher et al. (2000) highlights the importance of developing realistic views of a partner’s strengths and weaknesses, which fosters a sense of acceptance.

3. Improving Communication: Open communication is crucial for bridging the gap between expectations and reality. Partners who express their feelings, needs, and concerns constructively are better equipped to address misaligned expectations.

4. Cultivating Empathy and Patience: Adjusting to a partner’s traits requires empathy and patience. Understanding the reasons behind certain behaviors—whether shaped by past experiences, stressors, or personal insecurities—encourages a compassionate perspective.

5. Shared Growth and Compromise: Successful marriages often involve mutual growth. Both partners must be willing to compromise and adapt to each other’s evolving needs (Karney & Bradbury, 1995).

The Role of Cognitive Reframing

Cognitive reframing is a psychological technique that can help individuals manage unmet expectations. This approach involves shifting one’s mindset from focusing on a partner’s shortcomings to appreciating their positive traits. For example, instead of fixating on a husband’s lack of romantic gestures, a wife might focus on his consistent efforts to provide stability and support. Cognitive reframing has been shown to increase relationship satisfaction and reduce conflict (Fincham & Beach, 1999).

Building Resilience in the Marriage

The ability to adapt to the realities of marriage is closely tied to emotional resilience. Resilient couples are better equipped to navigate disappointments and build a partnership that transcends initial expectations. Key strategies for fostering resilience include:

• Fostering Gratitude: Regularly expressing gratitude for one another’s contributions strengthens emotional bonds.

• Seeking Professional Support: In cases where expectations and reality create significant distress, couples therapy can provide valuable tools for resolving conflicts and rebuilding trust.

• Focusing on the Bigger Picture: Long-term marital success often depends on focusing on shared values, goals, and commitments rather than minor discrepancies in behavior or personality.

Conclusion

The journey from perception to acceptance is a hallmark of marital growth. While initial expectations about a husband may be shaped by societal norms and personal ideals, the reality of marriage often requires flexibility, empathy, and open communication. By embracing their partner’s unique qualities and addressing differences constructively, women can build a fulfilling partnership that transcends unrealistic ideals. Ultimately, the strength of a marriage lies not in perfection but in the shared commitment to understanding, growth, and love.

This article has been written by John S. Collier, MSW, LCSW. John has over 25 years in the social work field. He currently serves as the executive Director and outpatient provider at Southeast Kentucky Behavioral health based out of London Kentucky. John may be reached at 606-657-0532 extension 101 or by email at [email protected]

References

• Fincham, F. D., & Beach, S. R. (1999). Conflict in marriage: Implications for working with couples. Annual Review of Psychology, 50(1), 47–77.

• Fletcher, G. J., Simpson, J. A., & Thomas, G. (2000). The measurement of perceived relationship quality components: A confirmatory factor analytic approach. Personality and Social Psychology Bulletin, 26(3), 340–354.

• Fowers, B. J. (1998). The limits of a technical concept of a good marriage: Exploring the role of virtue in communication skills. Journal of Marital and Family Therapy, 24(1), 15–28.

• Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. Three Rivers Press.

• Karney, B. R., & Bradbury, T. N. (1995). The longitudinal course of marital quality and stability: A review of theory, methods, and research. Psychological Bulletin, 118(1), 3–34.

The Differences Between a Woman Who Wants a Husband and a Woman Who Wants to Be a Wife

The dynamics of modern relationships are increasingly complex, influenced by societal shifts in gender roles, expectations, and personal values. In the context of marriage, two distinct perspectives often emerge: the desire for a husband versus the desire to be a wife. While these may appear similar on the surface, they represent fundamentally different approaches to partnership and commitment. This article explores these differences and their implications for modern relationships.

1. Motivation for Commitment

A woman who wants a husband may be primarily motivated by the idea of companionship, societal status, or achieving a particular milestone in life. Her focus might center on what a husband can bring to her life—financial stability, emotional support, or social recognition. Conversely, a woman who wants to be a wife often emphasizes the role she seeks to fulfill within a relationship. Her motivation stems from a desire to nurture, build a partnership, and invest in the growth of the marital union.

Research on marital satisfaction suggests that intrinsic motivations, such as personal fulfillment and mutual support, are stronger predictors of long-term happiness than extrinsic factors like societal pressure or financial security (Amato, 2010). This underscores the importance of aligning motivations with the relational roles each partner seeks to embody.

2. Expectations of the Relationship

The expectations held by a woman who wants a husband may be more externally focused, often shaped by cultural norms or personal ideals of what a husband “should” provide. For instance, these expectations might include financial provision, protection, or fulfilling a traditional role within the family unit.

In contrast, a woman who wants to be a wife often adopts a more internally driven perspective. She focuses on what she can contribute to the relationship, such as emotional support, shared responsibilities, and fostering mutual respect. This aligns with the concept of communal orientation in relationships, where the emphasis is on meeting the partner’s needs without expecting direct reciprocation (Clark & Mills, 2012).

3. Approach to Challenges

When challenges arise, the difference in perspective becomes particularly evident. A woman seeking a husband may evaluate problems in terms of what she is or isn’t receiving from her partner. If unmet expectations dominate her perception, it can lead to dissatisfaction or conflict.

Conversely, a woman who desires to be a wife is more likely to approach challenges collaboratively, viewing them as opportunities to strengthen the relationship. This aligns with findings that couples who adopt a team-oriented mindset are better equipped to navigate conflict and maintain marital satisfaction (Markman, Stanley, & Blumberg, 2010).

4. Role of Personal Identity

For a woman who wants a husband, her identity may be intertwined with the social or cultural validation that comes with marriage. The title of “wife” may hold less intrinsic value than the societal perception of being married.

However, a woman who wants to be a wife typically views the role as an extension of her personal identity and values. She may find meaning in the responsibilities and commitments that come with the role, emphasizing personal growth and the deepening of emotional connections within the marriage.

5. Long-Term Compatibility

The difference between wanting a husband and wanting to be a wife has profound implications for long-term compatibility. Relationships built on the former may face challenges if external expectations are not met or if the relationship is not rooted in mutual understanding and shared goals. By contrast, relationships centered on the latter are more likely to thrive, as both partners invest in the well-being of the partnership, prioritizing collaboration over individual expectations.

Studies have shown that marital satisfaction is highest when both partners exhibit high levels of commitment and engage in behaviors that promote mutual trust and respect (Fowers & Olson, 1993). This suggests that aligning relationship goals and motivations is critical for a successful marriage.

Conclusion

The distinction between wanting a husband and wanting to be a wife reflects deeper differences in motivations, expectations, and approaches to relationships. While both perspectives can lead to fulfilling partnerships, understanding and aligning these differences is essential for building a resilient and harmonious marriage. Ultimately, the key lies in fostering a relationship based on shared values, mutual respect, and a commitment to growing together.

References

Amato, P. R. (2010). Research on divorce: Continuing trends and new developments. Journal of Marriage and Family, 72(3), 650-666. https://doi.org/10.1111/j.1741-3737.2010.00723.x

Clark, M. S., & Mills, J. (2012). A theory of communal (and exchange) relationships. In P. Van Lange, A. Kruglanski, & E. T. Higgins (Eds.), Handbook of Theories of Social Psychology (pp. 232-250). Sage.

Fowers, B. J., & Olson, D. H. (1993). ENRICH marital satisfaction scale: A brief research and clinical tool. Journal of Family Psychology, 7(2), 176-185. https://doi.org/10.1037/0893-3200.7.2.176

Markman, H. J., Stanley, S. M., & Blumberg, S. L. (2010). Fighting for your marriage: A deluxe revised edition of the classic best-seller for enhancing marriage and preventing divorce. Jossey-Bass.