ADHD AND LIFE COACHING

Wheel of Life: a Tool for Balance in the New Year

2011-12-30T18:38:00.000-08:00

HAPPY NEW YEAR!!
WISHING YOU ALL THE BEST IN 2012!!

What are you proud of from the past year? What are you looking forward to in the year to come?
Many times we face a new year with resolutions in mind: lose ten pounds, eat a more healthy diet, exercise more... You know the drill! In my blog post a year ago, I discussed a number of ways to support follow-through with resolutions: see here.

This year, I want to propose a new way to transition into the new year. I propose taking a good look at balance and direction in your life. How? A common coaching exercise, called the "wheel of life," can be used to help you step back to look at the larger picture of you life to determine if you are putting energy into what is most important to you and whether you may be giving less attention than desired to any key areas. The exercise is fairly quick and simple but can be quite thought provoking at the same time. Try it out - just six steps to take!

STEP 1: Grab a piece of paper and draw a large circle on it. This will be the "wheel."

STEP 2: Draw two perpendicular lines, like a cross, through the center and outer edges (perimeter) of the circle. Like four "spokes" on a wheel, this will divide the circle into four quarters.

STEP 3: Rotate the paper slightly so that you can draw two more perpendicular lines, dividing each of the four quarters in half. You will end up with a diagram looking like a wheel with eight "spokes" or like a "pie" with eight slices.

STEP 4: This step requires some consideration of what is important to you in life. Each point at which a line, or "spoke," intersects the circle, or "wheel," will get labeled with a role or aspect of life that is important to you. So, you will be labeling eight points on the wheel with dimensions of life representing your priorities. The following are some common categories that individuals choose among:

work/career
education/learning
significant relationship
family
friendships
recreation/hobbies
finances
exercise/fitness
health
home environment
religion/spirituality
public service
or ... any dimension of importance to you personally!

STEP 5: This step takes some thought too. Once your eight points are labeled, mark the center point of the circle with a "zero." Then, take a look at each spoke and label the point where each spoke meets the perimeter of the circle with a "ten." Then, one at a time, consider the following question for the dimension of life each spoke is labeled with:

"If zero stands for no satisfaction, and ten stands for full satisfaction, how satisfied am I on a scale of zero to ten with this aspect of my life?"

Write this number along the relevant spoke.

When you have done this for each "spoke" of your wheel, your personal "wheel of life" is completed!

STEP 6: You can now use your "wheel of life" to consider balance and direction in your life. You can do this by looking at the rating numbers you gave each life dimension individually as well as by comparing the numbers for each dimension to see how similar or different they are. Here are some questions to consider when reviewing your completed wheel:

1. What stands out as most surprising to me when I look at my "wheel of life"?
    What do I learn about myself, my energy, my values, my   direction, from this surprise?

2. Which dimension of my life am I most satisfied with?
    What factors contribute to the satisfaction I feel?
    What strengths of mine does this dimension draw on or reveal?
    How can I use these factors or strengths to support increased satisfaction in other life dimensions?

3. Which dimension of my life am I least satisfied with?
    What does this tell me about my energy, my values, my choices?
    What factors may be interfering with greater satisfaction in this aspect of life?
    How important is it to me to seek greater satisfaction in this dimension of life?
    What strengths, supports, time and/or energy can I bring to change in this part of my life?

4. As I look at each dimension on my "wheel of life," what strikes me about my current level of satisfaction?
    How important is it to me to make any changes in this aspect of my life?
    What strengths, supports, time and/or energy could I bring to change in this part of my life?

What challenges do I face in thisdimension of my life?

What strength,supports, time and/or energy could I bring to this part of my life?

Here's hoping that working with the"wheel of life" will bring balance to your life and insightinto possible new directions for you in the new year!

HAPPY NEW YEAR!!

Need some support clarifying yourpriorities, completing the "wheel of life," implementing changes, orcharting new directions, please contact me for a free consultation about mycoaching services!

Parent-to-Parent AD/HD Training

2011-12-29T14:36:00.000-08:00

Feeling challenged by parenting a child with AD/HD? Start off the new year with a great parenting class that combines the latest science with advice from parents who have "been there." (The class descriptions provided below are from Parent to Parent - see here.)

Parent to Parent (P2P) Classes are a state-of-the-art educational program specifically designed for parents of children with AD/HD, by parents of children with AD/HD. Recently, class participants have shared the following feedback.

"The P2P Class answered all and more of the things I needed to know about my son's ADHD. Listening to other parents' struggles made me feel that I am not alone in all of this."
"The webinars were thoroughly enlightening, motivating, and helpful. As a family, we are on a more positive path because of CHADD. I would highly recommend the class to anyone with a child with ADHD."
"This class has given me hope for my ADHD child – that he might be able to function as he reaches adulthood."

Think your parenting needs a boost? Begin the New Year by taking CHADD's Parent to Parent Classes in your local community, online, or on demand. Scholarships are available! Want to learn more? Read on. Want to register? See below.

Parent to Parent: A Family Training Program on AD/HD® is a state-of-the-art educational program specifically designed for parents, by parents. This seven-session class includes a science-based curriculum with the training provided by an experienced and certified Parent to Parent Teacher. Each of the two-hour sessions covers an area of information absolutely essential to the successful management of ADHD. And best of all, the training is presented from a parent's perspective, by people who have faced the same struggles, questions and challenges you do.

Course Overview: The 7 two-hour sessions address all the major areas of living with ADHD:

Session 1 - Overview of ADHD
Session 2 - Assessment to Multimodal Treatment
Session 3 - Developing Parenting Strategies and Positive Behavior Interventions - Behavioral Management, Part I
Session 4 - Developing Parenting Strategies and Positive Behavior Interventions - Behavioral Management, Part II
Session 5 - Educational Rights for Your Child with ADHD
Session 6 - Building an Education Team: Bridging the Gap Between Home and School
Session 7 - Resiliency, Teen Challenges and Future Success

Each family participating receives a Parent to Parent Workbook© full of tools, resources and articles to supplement what you are learning through the class, itself an invaluable reference.

To register:

Classes fill quickly, so don't delay ... register today! Scholarships are available: click here. You have three options for the class format, so see what best fits your preferences and schedule.

1. Looking for a class in your local community? This gives you an opportunity to meet others in your area facing the same challenges in raising a child with AD/HD. Please see the P2P Schedule of Classes for classes currently offered in various sites across the country: click here.

2. Interested in the P2P Online Training Program from CHADD? If nothing is available in your area, link with other parents for an online class. See the schedule of online classes currently offered and choose the one that best fits your schedule: click here.

3. Neither of the above works with your schedule? P2P on demand provides you with the same information as the community-based and on-line programs but lacks the parent interaction. To sign up for the on-demand program: click here.

For help in individualizing your parenting or for help directly for your child, contact me for more information on my coaching services!

MANAGING HOLIDAY STRESS

2011-11-30T23:41:00.000-08:00

Fa-la-la-la-la --- or Oy Ve??? This time of year can be exciting and enjoyable ... and overstimulating and stressful as well! You are not alone if that is how you feel in December!

As my holiday gift to you, consider these tips for a more manageable and memorable holiday season:

1. Consider carefully what makes the holiday season meaningful for you ... and simplify.

Is it time with family? Quiet time in front of a fireplace? Decorating? Partying with friends?
Focus on a few meaningful activities and events... and experiment with letting go of other traditions and plans that don't matter as much to you. Maybe you don't have to send a holiday greeting during this busy season - surprise people by sending out cards or family photos for Valentines Day instead!
Maybe you can skip the office party to spend quality time with family. How can you prioritize and then simplify?

2. Limit the number of parties and gatherings you say "yes" to.

Pick a few meaningful and/or important events to attend and enjoy and say "yes"! To keep a balanced schedule and reduce overwhelm, graciously say "no" to other invitations. If you are feeling stressed or overwhelmed on the day of an event, call your host/hostess to politely cancel. If that doesn't feel appropriate, join the fun for a limited amount of time - you don't have to be the last to leave by any means! Savoring just a few celebrations can add immensely to your enjoyment of the holidays!Which gatherings or events have most meaning and heart for you this season?

2. Make lists of important "to do" actions and schedule them.

So much to do: gifts for family, friends, co-workers; planning and shopping for special menu items; cleaning and decorating!! Just thinking about it all can trigger an overwhelmed feeling. Take some time with a warm cup of tea to make lists of what you need to do. Then, look at your calendar and plan out when to do what. Save time and energy by shopping on-line or at just one store or mall for everything you need. How can you organize your "to do" items for greater ease?

3. Plan time to relax and unwind.

The holidays lose their sparkle when we are frazzled and overtired. Plan in some time just for relaxation and self-care. Listen to your favorite music, plan time for a hot bath each week, take a nap, sit in front of the fireplace with a warm cup of hot chocolate or cider, schedule a massage! What will help you stay balanced and relaxed?

4. For planning lists, recipes, and more stress-busting tips, see the following websites:

AD/HD Holiday Guide

Get Organized for the Holidays

Organized Christmas

Stress Free Hanukkah Feast

25 Ways to Really Relax this Holiday Season

Wishing you a wonderful holiday season!

For more information on coaching, and how it might help you at the holiday season or year-round, see my website: www.lizahmann.com

Helping Kids Cope with the Pressures of Middle School: 11/19/11

2011-11-03T16:41:00.000-07:00

Helping Kids Cope with the Pressures of Middle School:
Building Those All-Important Executive Functioning Skills

Saturday, November 19, 11:00 am - 12:30 pm

Presented by:

Kathleen Nadeau, Ph.D., Director
Liz Ahmann, Sc.D., R.N., ACC, affiliated coach
Lauren Quinn, ACC, affiliated coach

from the Chesapeake AD/HD Center of Maryland

At:

McLean School of Maryland, 8224 Lochinver Lane, Potomac, MD 20854

Presentation Synopsis:

As young people make the transition from elementary to middle school, executive function skills become increasingly important to their success. With fewer external supports, and with increasing academic and social demands on their every day lives, skills like working memory and recall, control of emotion, effort, focus, analytical thinking/problem solving, and organization often need to be explicitly taught and learned since they are not typically fully developed in young people with AD/HD. Through counseling, coaching, and parent support, students can learn strategies to help them develop these critical skills for success in middle and high school.

About the Presenters:

Dr. Nadeau is an internationally recognized authority on ADHD and has served on the national professional advisory boards of both CHADD and ADDA, the two major advocacy organizations for individuals with ADHD. She is the co-founder of the National Center for Gender Issues in ADHD, a non-profit organization dedicated to public education and professional training about the needs of girls and women with ADHD. Dr. Nadeau has appeared on the Today Show, the Morning Show, as well as on numerous radio programs and is featured in the video ADD from the Inside Out, which was broadcast on PBS. She is a frequent lecturer both in the United States and abroad and provides professional training seminars on topics related to ADHD.

Dr. Ahmann is an AD/HD coach who works with children, teens, college students and adults. Dr. Ahmann brings a wealth of education and personal experience to her expert ADHD coaching. She has worked as a nurse practitioner and a pediatric nurse. She has a masters in nursing and a doctorate in public health. She also has many years of experience working with her own gifted children with ADHD. She is experienced in parent management, executive functioning and related skills in youth, college students, and adults, and has a special interest in the writing process for individuals with AD/HD. She also organizes summer groups to help adolescents develop better executive functioning skills.

Lauren Quinn specializes in coaching teens and college students with ADHD. Not only is Ms. Quinn highly trained as a coach, she also has post-graduate training in education. She coaches students in person, online, and via phone calls. Ms. Quinn is a trained Skoach™ Pioneer, a powerful online tool co-developed by Kathleen Nadeau, Ph.D. Using Skoach™, she helps young adults learn to be more focused and productive. This ADHD-friendly online tool allows students to create a customized page for scheduling daily and long-term tasks, to enter tasks from anywhere via phone and email messages, to send reminders by email, and to plan complex projects by breaking them down into pieces.

AD/HD Awareness Week, 2011: Day 7

2011-10-22T06:19:00.000-07:00

Today is the seventh and last day of AD/HD Awareness Week 2011!!

In support of AD/HD Awareness Week, I have been posting one AD/HD awareness activity per day this week.

The activity for Day 1 was to print a poster and get the facts!
The activity for Day 2 was to sign up to participate in the AD/HD Awareness Week Expo.
The activity for Day 3 was to view a short video on AD/HD
The activity for Day 4 was to learn more at the National Resource Center on AD/HD
The activity for Day 5 was to spread the word: http://www.adhdawarenessweek.org/what-you-can-do/
The activity for Day 6 was to join CHADD (Children and Adults with AD/HD)

AD/HD Awareness Week, 2011: Day 7

The final activity suggestion I have for AD/HD Awareness Week 2011 is perhaps the most important of all: to better understand your own AD/HD or that of a loved-one.

If you think that you or someone you love might have ADHD but hasn't been diagnosed,
you can take one or more of the following steps (step three is the most important):

Look over the AD/HD diagnostic criteria here: http://www.cdc.gov/ncbddd/adhd/diagnosis.html
Use one of the following screening tests, and take the results to your health care provider:

for adults: the Adult Self-Report Scale, 18 questions or 6 questions
for children:
http://www.cdc.gov/NCBDDD/adhd/widget/checklist/index.html

Search for a professional who specializes in AD/HD to get a thorough evaluation. One place to look is the CHADD Professional Directory.

If you have been diagnosed with AD/HD but feel your life is not going as smoothly as you'd like, you can take one or more of the following steps, using the CHADD Professional Directory as a resource if needed:

Discuss medication treatment with a psychiatrist specializing in AD/HD.
Meet with a therapist specializing in AD/HD to work through past issues getting in your way.
Work with an AD/HD coach to set goals supporting you to move forward in learning skills and strategies for success!

I am hoping you have had a useful and informative AD/HD Awareness Week and that your learning and sharing continues throughout the year!

If you would like to discuss AD/HD coaching with me, feel free to email me at lizahmann@gmail.com

AD/HD Awareness Week 2011: Day 6

2011-10-21T07:47:00.000-07:00

Today is the sixth day of AD/HD Awareness Week 2011!!

In support of AD/HD Awareness Week, I am posting one AD/HD awareness activity per day this week.

The activity for Day 1 was to print a poster and get the facts!
The activity for Day 2 was to sign up to participate in the AD/HD Awareness Week Expo.
The activity for Day 3: viewing a video on AD/HD: http://www.youtube.com/watch?v=Dktbd32B6aY
The activity for Day 4 was to learn more at the National Resource Center on AD/HD
The activity for Day 5 was to spread the word: http://www.adhdawarenessweek.org/what-you-can-do/

AD/HD Awareness Week, 2011: Day 6

If you have AD/HD - or are interested in AD/HD - and have not yet joined CHADD (Children and Adults with AD/HD), then.....

Join CHADD today! It's easy to join online at:
http://www.chadd.org/AM/Template.cfm?Section=Membership

CHADD is a national, non-profit, tax-exempt organization providing education, advocacy and support for individuals with AD/HD. 20,000 members strong today, CHADD was founded in 1987 with the purpose of providing education, advocacy and support for individuals with AD/HD.

According to its mission statement, CHADD currently has 3 primary goals:

1) to serve as a clearinghouse for evidence-based information on AD/HD
2) to serve as a local face-to-face family support group for families and individuals affected by ADHD,
3) to serve as an advocate for appropriate public policies and public recognition in response to needs faced by families and individuals with ADHD.

A membership for a student or family is under $50 per year and entitles you to a long list of membership benefits, including a subscription to Attention magazine and more!

Check back tomorrow for one more AD/HD Awareness Week activity!

AD/HD Awareness Week, 2011: Day 5

2011-10-20T14:53:00.000-07:00

Today is the fifth day of AD/HD Awareness Week 2011!!

In support of AD/HD Awareness Week, I am posting one AD/HD awareness activity per day this week.

The activity for Day 1 was to print a poster and get the facts!
The activity for Day 2 was to sign up to participate in the free AD/HD Awareness Week Expo.
The activity for Day 3 was to view a video on AD/HD.
The activity for Day 4 was to learn more at the National Resource Center on AD/HD.

AD/HD Awareness Week, 2011: Day 5

For much of this week so far, I have been recommending activities encouraging you to learn more about AD/HD. Now I am suggesting that you:

Share what you've learned! Spread the word!

You may already have shared some things you have learned with family members or close friends. Without having to disclose that you or a family member may have or do have AD/HD, you can also share what you've learned with neighbors; fellow students or work colleagues; and acquaintances in your worship community, social circle(s), or recreational group(s). Just tell them you happened to learn that this is AD/HD Awareness week and you've learned a few interesting things ...

The website for AD/HD Awareness Week shares a number of other ways to spread the word:
http://www.adhdawarenessweek.org/what-you-can-do/

Go forth! Be creative! Spread the word!

And remember to check back here for 2 more days of AD/HD Awareness Week Activities!

AD/HD Awareness Week 2011: Day 4

2011-10-19T05:55:00.000-07:00

Today is the fourth day of AD/HD Awareness Week 2011!!

In support of AD/HD Awareness Week, I am posting one AD/HD awareness activity per day this week.

The activity for Day 1 was to print a poster and get the facts!
The activity for Day 2 was to sign up to participate in the AD/HD Awareness Week Expo.
The activity for Day 3 was to view a video: http://www.youtube.com/watch?v=Dktbd32B6aY

AD/HD Awareness Week, 2011 Day 4

Explore the numerous resources on the website of the National Resource Center on AD/HD [a project of CHADD (Children and Adults with AD/HD), funded by the Centers for Disease Control (CDC)] at http://www.help4adhd.org/

On Day 1, you had a chance to read seven key facts about AD/HD on the AD/HD Awareness Week website. Today you can learn even more about AD/HD on the website of the National Resource Center on AD/HD. The Center's web-page has links to articles, resources, and additional websites providing information related to AD/HD and its management at all ages, in the following general categories:

Additionally, the Center has available

a number of handouts, on a variety of topics, in a series titled "What we Know" -- these are available in both English and Spanish
a regular series of online chats with AD/HD experts
and a toll-free number to call for live help: 800-233-4050

Check back tomorrow and the rest of this week for more AD/HD Awareness Week activities!

AD/HD Awareness Week 2011: Day 3

2011-10-18T04:36:00.000-07:00

Today is the third day of AD/HD Awareness week 2011!!

In support of AD/HD Awareness Week, I am posting one AD/HD awareness activity per day.

The activity for Day 1 was to print a poster and get the facts!
The activity for Day 2 was to sign up for the AD/HD Awareness Week Expo.

AD/HD Awareness Week 2011, Day 3 Activity:

Watch a brief video on AD/HD: http://www.youtube.com/watch?v=Dktbd32B6aY

This video, titled "I am" is less than two minutes long, yet it convincingly shares the diversity and spirit of individuals with ADHD.

Watch it for inspiration if nothing else!

Check back tomorrow and every day this week for more AD/HD Awareness Week activities!

AD/HD Awareness Week 2011: Day 2

2011-10-17T09:36:00.000-07:00

Today is the second day of AD/HD Awareness Week 2011!!

In support of AD/HD Awareness Week, I am posting one AD/HD awareness activity per day.

The activity for Day 1 was print a poster and get the facts!

AD/HD Awareness Week Day 2 Activity:

Today, sign up for the free on-line, week-long AD/HD Expo at http://www.adhdexpo.com/

The on-line expo, organized and presented by AD/HD experts, will include:

Video presentations full of tips and strategies
A wide variety of AD/HD related exhibits
Chat rooms and forums where you can connect with other attendees

I hope you find the expo enjoyable and informative!

NOTE: If you enjoy this on-line expo, you might want to consider getting on the mailing list for next year's on-line Virtual AD/HD Conference: http://adhdconference.com/

Check back tomorrow, and every day this week, for more AD/HD Awareness Week activities!

AD/HD Awareness Week 2011: Get the Facts!

2011-10-16T09:46:00.000-07:00

Today marks the first day of AD/HD Awareness Week 2011!!

The purpose of the annual AD/HD Awareness Week is to spread the word about AD/HD : what it is, who it affects, and what treatments, skills, and strategies can be helpful for those who are affected by it.

The theme of this year's AD/HD Awareness week is: Get the Facts! As the AD/HD Awareness Week website says, "ADHD is a real, brain-based medical disorder, and ... children and adults with ADHD benefit from appropriate treatment." This year's Awareness Week explores that theme in detail.

In support of AD/HD Awareness Week, I will be posting one activity per day on my blog. I hope you will try these activities and find them interesting & informative!

Since the theme of this year's AD/HD Awareness Week is "Get the Facts!" the activity I am sharing for today directly addresses that theme.

AD/HD Awareness Week, Day 1 Activity:

Print a poster about AD/HD Awareness day and get the facts by clicking on the links in the right hand column of the AD/HD Awareness Week webpage: http://www.adhdawarenessweek.org/

Check back tomorrow and every day this week for more AD/HD Awareness Week activities!

Audio Clips on Coaching

2011-10-06T12:39:00.000-07:00

Want to learn more about AD/HD coaching? The AD/HD Coaches Organization (ACO) is making the following audio links available as part of this year's AD/HD Awareness Week:

Listen here to the President of ACO, an AD/HD Coach, and a client discuss what coaching is about
(5 minutes):

ACO: What is an AD/HD Coach?

Listen here to get more information about what goes on in an AD/HD Coaching session and how coaching differs from therapy (15 minutes):

ACO: Coaching is about getting things done!

Want to learn more about what coaching might be like for you personally or for your teen or young adult? Contact me through my website to ask about a free 1/2 hour consultation: www.lizahmann.com

More on AD/HD and Emotions

2011-09-21T08:50:00.000-07:00

Do you ever feel that you are frustrated more easily than others? Quicker to anger? More emotional in general?

Blame your AD/HD!

Although regulating emotions is not mentioned in the current diagnostic criteria for AD/HD, scientists and AD/HD experts increasingly acknowledge its role. In Dr. Thomas Brown's model of AD/HD, managing frustration and modulating emotions is identified as one of the six "executive functions" of the brain that challenge individuals with AD/HD. As Dr. Brown describes it:

[M]any with this disorder describe chronic difficulties managing frustration, anger, worry, disappointment, desire, and other emotions. They speak as though these emotions, when experienced, take over their thinking as a computer virus invades a computer, making it impossible for them [to]give attention to anything else. They find it very difficult to get the emotion into perspective, to put it to the back of their mind, and to get on with what they need to do.

Facing challenges with emotional regulation is distinct from having a mood or emotional disorder. With a mood disorder, such as bi-polar or depression, the emotions are not "normal." With AD/HD, the emotions may be normal, but their expression is not inhibited or suppressed. So, one may become frustrated, or blow up more easily, worry more, be less patient, ... and consequently not hold these emotions in as easily. At the same time, individuals with AD/HD with strong emotional symptoms should talk with a psychiatrist, therapist, or counselor to rule out a concurrent mood disorder.

Recent research shows that a specific area of the brain -- the anterior cingulate -- differs in size and function between individuals with and without AD/HD. Dr. Russell Barkley, an expert in AD/HD discusses this research and its implications for individuals with AD/HD in a video posted on the ADD Resource Center website.

Addressing emotional self-regulation is important to avoid developing anxiety or depression as well as to avoid problems in relationships at home and at work. Approaches that may help increase emotional self- regulation include:

awareness of your emotional triggers
deep breathing
relaxation strategies
meditation
regular exercise
positive self-talk, and
the old "counting to ten"

Do you struggle with managing emotions? What skills or strategies help with your self-regulation?

An AD/HD Coach can assist you in gaining practical skills and strategies for emotional self-regulation. If you are considering coaching for your self or a family member, contact me at lizahmann@gmail.com

AD/HD and Anger Management: 4 Key Steps

2011-07-01T09:53:00.000-07:00

Everyone gets angry at times. Anger is a normal and healthy emotion. Frequent outbursts of anger, however, can contribute to problems both in relationships and in the workplace.

It is not uncommon for people with AD/HD to struggle with a temper. There are several reasons this can occur.

First, the AD/HD brain can be reactive – if upset, the upset can be felt quickly and to a strong degree.
Individuals with AD/HD, particularly if there are any associated processing issues, can also be easily overwhelmed, another factor that can contribute to both irritability and reactivity.
Low self-esteem, common among individuals with AD/HD, can lead to sensitivity and defensiveness.
Self-censoring can be difficult as well.

But take heart! Temper management can be learned! Here are four key steps.

STEP 1. SELF-AWARENESS is the first – and key - step of temper management. Consider these questions:

When do I get angry? How frequently? Is there a pattern to it?

What do I notice first (in my body) when I am getting angry?

What situations trigger my anger? Where am I when I get angry?

Who do I typically get angry at?

How do I handle feelings of anger?

Anger tracking sheets can help in developing self-awareness. Here’s one that includes triggers: Anger Tracking Chart

STEP 2. The MAYO Clinic recommends taking a TIME OUT when feeling angry. You
might want to post a note or a picture in any place you often find your temper rising, to
remind yourself to take a time out.

Count slowly to ten

Take several deep breaths

Picture a relaxing scene or tune in to relaxing music

Remove yourself from the situation

Take a brisk walk or do some other exercise

STEP 3. COLLECT YOUR THOUGHTS before acting or reacting.

Use positive self-talk: “ I feel upset, but I am OK.”

Take time to think the issue through – few situations require an immediate response

Hold angry emails, texts, and calls until the next day – you’ll find you may tone them down once you’ve had time to reflect

Rather than just focusing on your angry feelings, think about the situation

Consider solutions, not blame

STEP 4. COMMUNICATE CAREFULLY with self-control and constructive purpose.

Use humor to defuse tension if appropriate.

Avoid enlarging the situation: don't use “You always….” or “You never….”

Whenever possible, use “I” statements to express your feelings:

“I feel… when…"

Ask for what you would like to see happen:

“I would prefer if you (or we)….”

A coach can help you put these four steps or similar strategies in place. If anger persists, despite your best efforts to manage it, you may need to talk with a therapist to sort through some past issues or look at the possibility of anxiety or depression as a factor.

Teens Talk About Coaching

2011-06-16T07:02:00.000-07:00

The International Coach Federation recently awarded a grant to Touch Point Connection, Inc. This program has coaches for students in high school. In this youtube video, teens talk about the value of coaching they have experienced. Check it out!

http://www.youtube.com/watch?v=yC1WKY5Eu4Q&feature=share

Interested in coaching for yourself or your teen? Contact AD/HD & Life Coach, Liz Ahmann, ScD, RN, ACC at www.lizahmann.com or lizahmann@gmail.com I look forward to talking with you!

Summer Job Search, AD/HD Style: EDGE Foundation link

2011-06-14T16:18:00.000-07:00

Following up on my previous post about job searching, this link will lead you to some easy to implement job search strategies, useful for summer but worth considering for any job search!

http://www.edgefoundation.org/blog/2011/06/01/last-minute-summer-job-search-adhd-style/

I'm an AD/HD coach affiliated with the Edge Foundation and other AD/HD Groups. Contact me if you want to consider one-on-one coaching help related to a job search, school, or just making life work more smoothly. Liz Ahmann, ScD, RN, ACC www.lizahmann.com

JOB SEARCH STRATEGIES FOR TEENS

2011-05-16T16:46:00.000-07:00

CONSIDERING WHERE TO APPLY FOR A JOB

In looking for a job, recognize that everyone has at least three levels of job preferences.

1. The ideal job is what you really want to have, but it is often the hardest to get! If you can’t find one, don’t be surprised. While looking for this joc, also look for jobs in the following two categories.

2. Possible high interest jobs might relate in some way to your ideal job. For example. they might help you develop a specific skill or skills that could make you more likely to get your ideal job in the future. They might be in a related field. Trying a variety of high interest jobs over time can help you build a variety of skills that relate to your ideal job. If you can get one of these jobs, you should take it!

3. Any job, even if it is a job that does not seem very interesting to you, has important benefits. First, these jobs will be easier to get – that is why most people start off with these jobs. Second, you will be employed and earning money! Third, a record of employment helps when you apply for more desirable jobs. Fourth, if you take on the job cheerfully and work hard at it, you will be able to get a good recommendation from your boss for later employment in either high interest or ideal jobs. So, don’t be reluctant to apply for these jobs!

HOW TO APPLY FOR A JOB: RESOURCES

The websites below are among a variety that include useful tips and links for teens and young adults searching for part time or summer work, or a first job. Keep in mind that you may have to apply for many jobs before you finally get one! Because of this, the best strategy, especially for a summer job, is to apply for any job you can find and as many as you can find! Start early, set a number to apply for per day or per week, and keep at it until you've succeeded!

http://jobsearch.about.com/cs/justforstudents/a/parttimejob.htm

http://teenadvice.about.com/od/adviceexpert/ht/htapplyjob.htm

http://www.wikihow.com/Get-a-Job-As-a-Teen

http://www.gotajob.com/

Need more help in getting organized to apply for that summer job? putting together a resume? developing other organizing skills? Contact me for AD/HD and life coaching! www.lizahmann.com

Coaching Success

2011-03-21T09:33:00.000-07:00

According to Seattle Times author Nicole Brodeur,

"Jeff Wisniowski would jump off roofs. Surf the Web. Flirt.
Anything — anything — but focus on his studies at Northeastern University in Boston."

How did he become a successful student?
Read about his work with an AD/HD coach here:

http://seattletimes.nwsource.com/html/nicolebrodeur/2014190327_nicole11m.html

Interested in coaching for yourself or your child?

Contact me at lizahmann@gmail.com

TIPS FOR TRANSITIONS

2011-02-10T10:04:00.000-08:00

Often running late? Having trouble shifting from one thing you need to to to the next?

Because transitions require the brain to shift focus from one activity to another, transitions can be tough for many individuals with AD/HD. Self- monitoring is another challenge that can interfere with the transition process. A number of members of the AD/HD Coaches Organization recently shared brainpower to come up with some suggestions for easing transitions. These strategies, and a few others, are shared below:

1. Plan ahead: look over your schedule and plan for what’s next – e.g. lay out items the day before so you are ready or gather in advance what you need for your next project before you start something else. Then when you turn to something else you are doing it in “real time.”

2. Rehearse transitions: set an intention and practice rehearsing it when an alarm rings – you can start out practicing an easy transition 2-3 times a day and increasing difficulty from there.

3. Experiment with varied types of alarms: a song may be harder to ignore than a buzzer. Change alarms from time to time. Try a visual timer: http://www.timetimer.com/products.php

4. Try an alarm for a two or five minute warning, then have it ring again when the time has elapsed. In between, tie up loose ends of what you’re doing.

5. Post a note to remind yourself WHY an alarm is ringing.

6. Consider arranging for a caring friend to call to get you moving.

7. Plan ahead for how you will “exit” one activity before starting another. Afraid you’ll forget where you are in a project ? Leave a short note to yourself, and schedule a time to resume if need be.

8. Recall a time you were on time. What was that like? What enabled you to be on time then? How can you use those strengths or strategies now?

9. Explore questions such as: How might ignoring reminders and being late be serving you? What does being late say about you? About the people waiting? What does being on time say? What changes if you are on time? Who are you if you're late? On time?

10. Use the bulls-eye exercise to raise awareness: Draw a target with a bull's eye and concentric circles. On the outer-most ring, write The Problem: Often Late." On the next ring in, write the cause for that problem, e.g., trouble with transitions, and keep going toward the center bull's eye, breaking each ring down by asking "What's the problem here?" This might help to find out why transitions don't work, why alarms and reminders don't work, etc. The goal:to find out what DOES work that may never have been tried.

11. Engage your creative side to visualize success with transitions and being on time.

12. Reward yourself for progress on this challenge!

13. Explore resources: 1) Nancy Ratey’s book The Disorganized Mind has a chapter on strategies for transitions. 2) Thom Hartman’s Healing ADD includes an exercise on re-envisioning one’s internal timeline. 3) NLP practitioners can work with timelines in depth.

Working with an AD/HD coach can help you address transitions and other challenges. Contact me today to learn more!

Liz Ahmann, ScD, RN, ACC
lizahmann@gmail.com
www.lizahmann.com

"I just can't get started on things!"

2011-02-10T08:52:00.000-08:00

Have trouble getting started on tasks and projects? That's not surprising if you have AD/HD. No, it doesn't mean that you are "lazy" or lack willpower. It's just part of the way your brain's wiring works.

Trouble getting started is often called trouble initiating action. Initiation is actually one of the hallmark executive functions that often pose challenges for individuals with AD/HD.

What exactly is initiation?

“Initiation: The ability to independently recognize when it’s time to get started on something and mobilizing one’s resources to do so.”
Cooper-Kahn and Dietzel in Late, Lost and Unprepared

What can you do about it?

Here are some tips to support your ability to initiate:

1. Create external structure

- Developing routines for daily activities can lead to automaticity and reduced need for initiation to get the activities done.

- Setting up and sticking to a general schedule can work similarly.

- Setting time frames and limits for tasks can encourage action. Play the "beat the clock" game!

- Planning procrastination – setting aside ample time for a project just before it will be due and then making use of the adrenalin to get it done helps some individuals initiate.

- Discovering how and where you work best on various tasks is helpful.

- Setting up times and ways to be accountable to others for your actions: check ins.

2. Use external prompting

- Examples: posting notes, using “to do:” lists, setting alarms, engaging someone to gently remind or prompt.

- Picture the outcome of your work and visualize yourself as successful.

3. Work in groups

- The energy of the group as well as the commitment to and interaction with others can prompt action.

4. Reduce overwhelm

- Decide what to do first in any project, even if it seems random.

- Break a project into smaller component parts by time (e.g. 1/2 hour blocks) or by tasks/steps.

- Look for/at examples of the task or project to provide a framework or model that can stimulate action.

- Tell yourself “ I just need to do this for 5 minutes.” Often once you get going it is easier to stick with a task.

5. Increase energy/arousal

- Engaging in physical activity before starting a task can increase arousal.

- Taking creaks to engage in some physical activity can re-invigorate

- Use high interest activities as rewards/motivators

- Breathe deeply

6. Expect & respect needing time for thought and organization

- Recognize that you may not be able to jump into a project without some thinking or planning first

- Gather needed supplies to feel organized

7. Use rewards as incentives/motivators!

8. Avoid using the “Lazy” label with yourself – difficulty with initiation is a neurobiological hallmark of AD/HD.

The most important tip is: experiment to figure out what works best for YOU!

Coaching is one type of external structure and accountability support often used to help with initiation and other challenges of AD/HD. Working with a coach can also help you sort out approaches to try.

Liz Ahmann, ScD, RN, ACC AD/HD and Life Coaching www.lizahmann.com

WAKE UP IN THE MORNING!!

2011-01-12T11:02:00.000-08:00

WAKE UP IN THE MORNING!

Waking up: Sounds simple enough, but not always for individuals with AD/HD! In a paper published in the Annals of the New York Academy of Science, Drs. Brown and McMullen explain:

Many children, adolescents, and adults with Attention Deficit Disorders report chronic difficulties with falling asleep, awakening and/or maintaining adequate daytime alertness. These problems may be due to a variety of factors, including environment, lifestyle, and psychiatric comorbidities. Impairments in sleep/arousal may also be related more directly to the underlying pathophysiology of ADD.

(See: http://www.drthomasebrown.com/espanol/research/index.html for full article)

So, if you have AD/HD and have trouble waking up, you are not alone!

Here are some tips for getting a handle on getting up in the morning:

1. Have you talked with your doctor about sleep? Check in to make sure that no health issues are interfering with your sleep. If you take any medications, discuss the impact of these on sleep as well. As an example, stimulants taken too late in the day may interfere with good sleep.

2. What time do you go to bed? Going to sleep at 2 am will make it tough to get up in the mornings! Try inching your bed-time earlier bit by bit and see if that helps. Everyone’s needs are different, but plan for at least 7 hours of sleep to feel rested.

3. Do you take stimulant medication in the morning? Some people who do find the following routine helpful:

- set an alarm 30-60 minutes before hoping to get up

- wake briefly to take the stimulant

- re-set the alarm for another 30-60 minutes shut-eye

- get up feeling more awake from the stimulant when the alarm rings again

4. Why are you getting up? Having a purpose or goal in mind can help. Then, figure out your morning the night before. Plan backwards to calculate how long it takes you to get ready in the morning. That way you’ll know when you really, really have to be up.

5. Are you a snoozer? When the alarm rings, try getting up and leaving the room: no hitting the snooze button and rolling over for “just one more minute”! You can do it!

6. How effective is your alarm clock? Consider the following options:

- put the alarm clock across the room so that you have to get up to turn it off

- use more then one alarm clock, set at intervals

- explore a variety of annoying alarm clocks such as the rolling “Clocky,” the “Sonic Boom” and others. BRRRRRRRRING!!! Check out these links for a number of reviews of alarming alarm clocks that might help: http://www.additudemag.com/adhd/article/901.html

http://www.additudemag.com/additude/article/2506.html

7. Determined to get up earlier? It takes at least 21 consecutive days to establish a new habit. So, to establish a regular wake-up time, sorry: no sleeping in on weekends! Vary your weekend wake-up time no more than 60-90 minutes from your weekday time, and you’ll be successful!

An AD/HD Coach can help you establish a good morning routine! Contact me if you are interested in working together on this or other challenges! (And, sleep well - yaaaaawn.)

MANAGING STRESS & OVERWHELM, IMPROVING FOCUS

2011-01-03T12:27:00.000-08:00

Feeling scattered? Having trouble focusing? Experiencing overwhelm? Encountering stress?

One suggestion often shared for managing stress in the moment is deep breathing:

Breathe in to the count of three or four
Breathe out again to the same count.

Doing this a number of times can be like pressing an internal re-set button.

What if feeling scattered or overwhelmed, having trouble focusing or encountering stress is a common feeling for you – like it is for many individuals with AD/HD?

Once you have your AD/HD and any related conditions well treated (see your doctor), consider mindfulness meditation. It is not as hard as you think, and it has lots, I mean LOTS of benefits.

The Mindfulness Awareness Research Center at UCLA summarized research demonstrating the following benefits from varying lengths and intensities of mindfulness meditation for individuals, from kids to older adults, and with and without AD/HD:

- Reduced symptoms of anxiety and depression

- More positive affect

- Improved stress regulation

- Increase feelings of calmness

- Reduced symptoms of AD/HD

- Improved academic functioning

- Better communication between partners

- Increased satisfaction with parenting

- Improved sleep

- Increased antibody production

- Beneficial changes in the brain structure itself

To read the full summary, see: MINDFULNESS SUMMARY

Curious whether mindfulness meditation might work for you? It’s easy to find out:

1. Check out the free guided meditations on the Mindfulness Awareness Research Center’s website: http://marc.ucla.edu/body.cfm?id=22

2. Then try this: pick one you like and use it daily for a week or so. What do you notice?

For help in implementing this or other strategies for improving your life with AD/HD, consider AD/HD Coaching. Call or email me if you are interested in learning more!

COACHING RESEARCH: EXCITING NEWS!

2010-11-18T16:04:00.000-08:00

This week, the Edge Foundation released results of the largest research study to date on coaching for young adults. The study was conducted by researchers at Wayne State University, and the coaches were from the Edge Foundation, with which I am affiliated.

A total of 127 college students participated in the study and were randomly assigned to either the treatment group (coaching) or the comparison group. Students in each group completed several questionnaires both initially and after the intervention. Additionally, after the intervention, consisting of 24 coaching sessions, interviews were conduced with students in the treatment group to elicit information about their individual experiences of coaching. Here are key findings from the study:

The Edge model of ADHD coaching, a model I use in my practice:

improved students’ approach to learning
increased students’ well being and led to more positive emotional states, and
is highly effective in helping students improve self-regulation, study skills and will.

Students who received this type of coaching showed:

substantial gains in their overall approach to learning,
significant improvement in their ability to organize, direct and manage cognitive activities, emotional responses, and overt behaviors,
increased ability to formulate realistic goals and consistently work toward achieving them
more effective time management skills, and
improved ability to stick with tasks even when they found them challenging.

The impact of this coaching was highly statistically significant:

Improvement in self regulation was more than double for that of other educational interventions.
The improvement in executive functioning was quadruple other interventions.
Research findings with effect sizes that large (i.e. double and quadruple other interventions) are rare.

For more detail about the study, see the following website: http://www.edgefoundation.org/information/research/edge-research-executive-summary/

Take Note(s)!

2010-10-19T10:32:00.000-07:00

If you are like many people, taking notes feels like a race you can't win! If you are in a class, the teacher talks faster than you can think, and your thoughts race faster than your pencil. The same can be true in meetings when you are no longer in school. Consider these issues:

1. Create a context for comprehension

Preparing ahead for a class (or a meeting) - by reading in the text and/or requesting copies of powerpoint slides, meeting agendas, or class outlines in advance - can give you a context for the material, making it easier to follow the remarks and discussion.

2. Develop a note-taking approach that works

Learning and practicing note-taking strategies - whether it is three column notes, or some other approach - can help by giving you a regular format and framework for recording your notes. (See my March blog post for tips and resources on note-taking skills.)

3. Experiment for hand comfort and note-taking speed

Experimenting with varied pencils and pens may help reduce fatigue in the hand while note taking: some people prefer having a "grip" on their writing utensil for comfort. Better yet, if you are a speedy typist, using a laptop can facilitate note-taking, and is a commonly accepted strategy in high schools, colleges, and most meeting contexts.

4. Consider accommodations

In a school setting, note-takers are a common accommodation for individuals with AD/HD. The school usually request that another student, one who is good at taking notes, supply an extra copy of the notes. Typically, no such formal structure exists for meetings, though some groups will ask for a note-taker who then disseminates notes to the entire group. It is also possible to ask a colleague to share notes.

5. Compensate for distractability

If you are taking your own notes, what about moments during which your thoughts drift and your mind wanders? If this is a frequent problem for you, remember to take stretch breaks to refresh your brain. You may also want to consider reserving a corner of your paper as a spot in which to jot down random thoughts that may interfere with attention. Additionally, take a look at this amazing pen:

6. Look at new note-taking technology

Livescribe's "Smart Pen" records what you hear and what you write so, as its website claims, "you never miss a word." The most recent version of the Smartpen also allows you to transfer your notes to the computer as both text and audio.

What helps you with note-taking?

What strategies have you tried?

Do you use a laptop?

Will you look into a "Smartpen"?

Staying on Task: Cool Gadgets

2010-10-01T16:22:00.000-07:00

With so many interesting things to notice and think about, it can be hard for the AD/HD brain to stay on task at times... particularly during either routine or daunting tasks.

For students, focusing might be tough during classes at school, especially when a teacher is talking for an extended period or when it is time for a quiet task like a math worksheet or silent reading. Homework can pose a similar challenge. Similarly, college students may face challenges focusing during lectures or study sessions or adults may "drift off" during meetings.

Another challenge - at any age - is focusing while engaging in work on the computer. It can be oh so easy to check email, facebook or other engaging internet sites and lose track of the task at hand.

And what about tedious chores like cleaning the bedroom? Or ... you name it, many chores pose challenges to focusing for anyone, but especially for those with an active AD/HD brain.

Setting timers, cell phone alarms, and the like to ring at regular intervals can be helpful. When the timer or alarm rings, it is a reminder to ask one's self : "Am I on task?" and to re-focus if need be. For some people, and during some tasks, reminders can be at 10 -15 minute intervals. Sometimes intervals as frequent as 5 minutes can be useful.

It's one thing to have an alarm ring at home during homework or in your private office to remind you to stay on task, ... but what about situations in which an alarm might be embarrassing or intrusive, such as the classroom, a lecture hall, the library, a meeting?

Consider these gadgets:

1) A recent post on an Additude Magazine weblog (http://www.additudemag.com/adhdblogs/4/7892.html) describes a handy tool called the "MotivAider." This small tool can be worn like a pager and set to vibrate at chosen intervals. You can use the vibration as a reminder to yourself to check on your focus and return to the task at hand if your attention has strayed. To learn more, check out the "MotivAider" online at http://habitchange.com/index.php

2) A vibrating watch works on the same principle, and one called "Watchminder 2" can be programmed not only to vibrate but also to display a personal reminder message. As an example, one product reviewer (http://www.additudemag.com/adhd/article/7147.html) said her child chose the reminder "payattn", short for "pay attention." "Watchminder 2" is described in more detail online at http://www.watchminder.com/

How often does your attention stray during routine tasks, quiet work, or while using the computer?

What helps keep you on track?

Have you tried either the "MotivAider" or "Watchminder"?

What gizmos and gadgets help you manage AD/HD-related challenges?

New CHADD Resource for Teens & Parents

2010-09-28T12:43:00.000-07:00

The teen years are exciting and challenging. The body grows and develops, the brain follows suit. Relationships and alliances shift. Risk-taking is common. For teens with ADHD, the changes can be magnified.

CHADD (Children and Adults with ADHD) has a new section on its webpage dedicated to teens and young adults with AD/HD ... and their parents. Some of the information and links on the site are available to the general public while others are available only to CHADD members (a worthwhile investment to consider). Take a look:

http://www.chadd.org/Content/CHADD/EFParents/Teens/default.htm

Speaking of teens with AD/HD, some ADHD coaches have specialized training and experience in working with teens having ADHD. If you want to learn more about coaching, I'd be happy to talk with you. Please feel free to contact me at lizahmann@gmail.com You can also check my website at www.lizahmann.com

Motivation and ADHD

2010-09-10T06:46:00.001-07:00

Recent research has documented a brain chemistry difference that helps explain why motivation and attention can be especially challenging for some individuals with ADHD.

Radioactive neuro-imaging has demonstrated lower levels of certain proteins in the brains of individuals with ADHD as compared to those without. The proteins are part of the dopamine transport system. Dopamine is a chemical messenger in the brain that has a number of functions, including processing signals in the brain related to motivation and reward.

If you have ADHD and are having trouble with motivation, it is important to know that you’re not a slouch. You are a person dealing with a physiological challenge. What you need is to develop some effective strategies to manage motivation.

So, what’s a person struggling with motivation to do? Here are some approaches that can help:

1. Seek medical treatment: stimulant medications, often used in the treatment of ADHD, enhance levels of dopamine in the brain.

2. Take time to plan:

Set small goals, or break larger projects into smaller, more manageable pieces, or chunks so that effort has to be sustained for shorter periods of time.
When starting an activity seems daunting, tell yourself you only need to do it for ten minutes at a time. If you feel like continuing after the ten minutes, fine. If not, just schedule another ten-minute slot some time later.
Brainstorm varied ways you might accomplish a tough task: ask for help, delegate, make it into a game for yourself…

3. Create support for yourself:

Ask someone to be nearby when you are doing a tough project. The presence of another person can sometimes help with staying on task.
Consider whether music or the TV will help you along or distract you.
Engage adrenalin: race against the clock.
Create accountability for yourself by telling someone when you’ll complete a project (or a step in a project) and checking back in with them. Pick someone who will be firm but non-judgmental for this role.

4. Engage your best self:

Use positive self-talk to keep yourself on track: “I can do this” is more motivating than” I hate doing this” or “I’m no good at this”.
Tell yourself, repeatedly if need be, how good you’ll feel when this task is done.
Look at the big picture: why is this task important? What values do you have, or what larger goals, does this task contribute to? Hold this big picture in mind as you work on the task.
Incorporate exercise and physical movement into your day to keep yourself energized.

5. Reward your efforts:

Reward yourself in some way for achieving each of the steps involved in a project: a cup of a favorite tea, listening to a favorite song, a walk around the block….
Take time to notice and celebrate your success when the project is done! Each success paves the way for more.

An AD/HD Coach can help you discover what strategies might work best for improving your own motivation. A coach can also provide support and accountability as you work on following-through with plans. Coaches love to help you celebrate success!

If you are interested in learning more about coaching, please see my website (www.lizahmann.com) or contact me today at lizahmann@gmail.com

Research on Study Habits

2010-09-07T10:35:00.001-07:00

We often think that we have to organize and simplify to get things to work well for our brains when we study. And many times that is true.

Yet, we also know that the brain is complex. This begs the question: how can we best use the brain's complexity to aid us in studying? A recent article in the New York Times reports findings from some cognitive research that might surprise you!

In one study, researchers had two groups of college students study 40 vocabulary words. One group studied the material twice in the same room. The other group studied twice, but in two different rooms. The group that studied in two different rooms did better on subsequent testing.

Why? Scientists think that our complex brain absorbs information in association with its larger context. Apparently the context is not only factual (for example, how much you already know about the subject) but also seems to be the circumstances of learning (such as the details of the room you study in). So, varying the context for studying associates the new information with several contexts and thus embeds it more firmly in your brain.
Take away: Try varying the seat you use in a classroom and try varying the location or other circumstances (quiet/music) of your study and review sessions.What do you notice?

In other research, scientists have found that, when studying, varying the approach to a subject within a single study session can help with memory and learning. For example, rather than doing 10 of the same type of problem in a given study session, do a variety of problem types.

Why? Again, researchers believe that this approach makes active use of the complexity of the brain: it forces the brain to use its ability to search for deeper patterns (similarities, differences), thus helping hold the information more firmly in place.
Take away: Mix up your approaches to studying a particular subject during any one study period. For example, instead of just reading, read, do some exercises or take notes, recite out loud. How might that work for you?

This third research finding is a real surprise: testing actually helps you learn! In a recent study, scientists found that a group of students who studied material one day and took a quiz on it the next day did better on subsequent testing than students who studied one day and studied again the next.

Why? Researchers think that the process of having to recall information (as for a quiz) actually engages the brain more fully and helps embed the information more firmly in the brain.
Take away: Help yourself to study more effectively by asking yourself - and answering - questions about your class material. You can use questions from the end of a textbook chapter or questions you generate yourself from textbook headings, vocabulary, lecture notes, and the like. Of course, don't forget to thank your teachers for all the quizzes and texts that help you learn :) !

To read more about these research studies, see the following article in the New York Times:

http://www.nytimes.com/2010/09/07/health/views/07mind.html?_r=3&emc=eta1

An AD/HD Coach can help you learn about these and other study techniques and then use them to develop a personalized approach to studying that works most effectively for you.

If you want to learn more about coaching, I'd be happy to talk with you. Please feel free to contact me at lizahmann@gmail.com

You can also check my website at www.lizahmann.com

The Writing Process

2010-08-05T12:01:00.000-07:00

Do you enjoy writing?

If yes: great!

If no, don't give up hope!

Writing can be challenging for individuals with AD/HD or executive functioning problems because it demands simultaneous attention to a variety of tasks and skills:

- access to one's ideas,
- putting ideas into words,
- organizing one's thoughts in a sequence that the reader can follow,
- vocabulary retrieval,
- spelling skills,
- grammar and punctuation rules,
- fine motor control for writing or typing....

YIKES! No wonder it can seem tough.

Where do you notice you get caught?

Here are some tips to make the process smoother. You can experiment to see which might work for you.

1) Understand the assignment thoroughly. Talk with your teacher or professor.

What exactly is being asked?
What type of writing structure(s) might be useful to use?

2) Give yourself plenty of time.

Plan backwards form the due date to start a project significantly before it is due.
Plan to devote an adequate amount of time per day to it.
Plan to leave time at the end for editing, including review of those niggly spelling, grammar & punctuation beasties... (It is OK to set these details aside until the end if you can work that way.)

Here's a guide to project planning that might be helpful:
http://www.projectperfect.com.au/student_guide.htm

3) Adopt some form of "prewriting" exercises to help get your ideas from head to page.

This might be "freewriting" where you set yourself down for 20-30 minutes and just jot down everything you know or want to know about the topic - get those ideas flowing.
Or this might be concept "mapping" if you are more visual and like to diagram your ideas.
Some people find that talking out their topic with a friend or family member is a helpful place to begin. You can ask that person to take notes for you, or you can tape record the discussion. Don't critique your pre-writing, just use it to get out as many ideas as you can.

Here's an overview of prewriting that includes some more suggestions as well as questions and examples: http://owl.english.purdue.edu/owl/resource/673/01/ .

4) Become familiar with standard "formats" for writing assignments. These include an essay, a book report or review, a report, a response paper, a research paper, and others. If you know the structure your product needs to fit into, it can be easier to organize your ideas effectively.

A helpful print resource on various formats is Frode Jensen's Format Writing.

Online resources include: http://www.studygs.net/ (see the Writing section) and
http://leo.stcloudstate.edu/catalogue.html (Scroll down to the section titled Types of Writing).

5) Be ready to work when it's time.

Set your self specific tasks to do during each block of time you have set aside for your writing project. For example, you might plan to pre-write at the first session, clarify a thesis and introduction at the second, and write one to two paragraphs at each subsequent session. This way, less time is spent deciding what to do each time you sit down.

Of course, this assumes you are not cramming the project into one evening!

Shorter sessions and frequent breaks might help you keep your brain from getting on overload.

6) Each time you sit down to write, remind yourself of your time-frame and specific goal. If you are having trouble getting going, start writing anything at all (like your top ten favorite flavors of ice cream - mmmmm) just to get the juices flowing. You can find some other suggestions here:
http://owl.english.purdue.edu/owl/resource/567/01/

7) Remember to leave time to check for grammar, spelling and punctuation at the end.

Reading sentence by sentence from the bottom to the top of the paper can help with catching these details.

It's OK to ask a friend or family member to look the paper over for errors too, just be sure to tell them what you'd like them to be looking for. (It can help if you make a list of your own ten most common mistakes or difficulties.) Mooney & Cole talk about this in their book Learning Outside the Lines.

Look at this resource for more specifics on editing and proofreading:
http://www.unc.edu/depts/wcweb/handouts/proofread.html

8) If you have a writing center in your school, don't hesitate to use that valuable resource. Plan ahead to make an appointment for when it will be most useful to you in your writing process.

Take one step at a time to improve your writing process, and you may see your writing products improving as well!

If you need additional help organizing your writing process, give me a call or shoot me an email, and we can talk. Maybe some coaching around your writing would be useful.

Liz Ahmann, AD/HD & Life Coaching, (301) 775-7011 or lizahmann@gmail.com

College Readiness and AD/HD: Motivation and Confidence

2010-06-29T13:24:00.000-07:00

This post is the last in a series examining several facets of college readiness. According to Landmark College (www.landmark.edu), important readiness factors include: academic skills, self-understanding, self-advocacy, executive function skills, including time management and organization, and motivation and confidence. This post is looking at the subject of motivation and confidence.

Getting through two or four years of college takes some hard work and perseverance. What will help you make it through? In addition to academic and executive functioning skills, you’ll need:

- motivation to succeed, as well as determination to back that up
- confidence in your ability to meet challenges successfully

Motivation

What are your reasons for considering college? Getting away from home or having a great social life might be on your list, but those won’t carry you through! Pleasing your parents isn’t a bad idea, but if you don’t have a personal investment as well, the going might get tough.

Try looking at the bigger picture of your life to see what purpose(s) might motivate you to stick it out when you head into the inevitable challenges all college students face:

What do you really want to get out of college?

What academic subject or subjects interest you?

What might you want to do once you have your degree? (Have you done any career assessments?)

How do you see your life in five years without college? How do you see your life then with college?

Confidence

Visualize yourself in classes, in the library, in the dorms: How does it feel to you when you picture yourself in college?

What is your energy like for academic pursuits after four years of high school?

What are you excellent at, and how will you pursue that during your college years?

Make a list of 10-20 successes you’ve had during high school (small or large). Good for you!! How easily can you see adding to this list during college?

What do you bring to the college experience?

Honest answers to these questions about motivation and confidence might help guide you as you consider college. Perhaps the answers will aid your search for the right college to match your interests. Perhaps the answers will suggest to you that you would prefer one or two years of technical training of some sort and earlier employment. Perhaps you will discover that a gap year experience might give you the break you need to be ready for college. Whatever you and your family decides is best, you are entering an exciting time of life!

If you are interested in working with a coach on motivation and confidence, or other aspects of college readiness or AD/HD management, I’d be happy to talk to you! Please check my website at www.lizahmann.com or contact me at lizahmann@gmail.com

College Readiness and AD/HD: Executive Function Skills

2010-06-26T16:09:00.000-07:00

College Readiness and AD/HD: Self-Advocacy

2010-06-26T14:11:00.000-07:00

Perfectionism

2010-06-08T09:50:00.000-07:00

WHAT IS PERFECTIONISM?

According to Webster's dictionary, one common definition of perfectionism is "a disposition to regard anything short of perfection as unacceptable."

While it is great to aim high in life, perfectionism can be very inhibiting and limiting. It can create a cycle of self-judgement and failure. Perfectionism has been associated with poor self-confidence, self-esteem and depression.

HOW DO PERFECTIONISM AND AD/HD RELATE?

- Perfectionism can develop as a defense against poor organization, poor time management, and impulsivity common with AD/HD.
- Perfectionism can be a form of obsessiveness, a characteristic commonly co-occurring with AD/HD.
- Perfectionism is one among several factors that can contribute to procrastination, a behavior common among individuals with AD/HD.

HOW DO I KNOW IF I AM A PERFECTIONIST?

According to one source, "If you’re wondering whether or not you’re a perfectionist, there’s a good chance you are one, at least to a degree."

Here are some other questions to consider:

- Do I feel like a failure because I am just not getting everything done right?

- Do I only evaluate the results of a project or assignment, or do I enjoy the process of working on it?

- Do I tend to procrastinate because my goals seem hard to reach?

- Am I very sensitive to and defensive about criticism and critique?

- Do I tend to be judgmental of myself and others?

To learn more, take a short quiz on perfectionism.

WHAT CAN I DO ABOUT MY PERFECTIONISM?

Take heart! Perfectionism can be tackled!

- First: Become aware of your perfectionist tendencies. Take the quiz (above). Try to notice where perfectionism catches you up each day at work, home or in relationships. For example, where do you experience a sense of failure or of not being good enough? Where do you find yourself avoiding a project or forward action?

- Second: Ready to work on your perfectionism? Take it a step at a time. Pick one small area in which you will tackle perfectionism first. Identify a goal for the week. Now, cut that goal in half. Divide that new, adjusted goal into five small action steps for the week. By the end of the week, check in with yourself to see if you've accomplished three of them. Yes? Good work! You are moving forward! No need for perfection here. What did you enjoy about working on these steps?

- Third: Work on self-talk. If you are critical of yourself, your stress will increase.
Cultivate a sense of lightness and even humor about your mistakes. Some phrases that might help: "I can go for the Bronze, I don't need the Gold every time!", "Good enough is good enough!", even "Better late than never!" Want to really chuckle at yourself? Try: "I'm a super non-perfectionist this time!" or "Oopsi doopsie!" (Who couldn't laugh when saying "Oopsi doopsie!"?)

- Fourth: To better accept criticism, try taking notes when someone is offering you input or critiquing your work. This can help with a sense of distance. Put the notes away to review when you feel less defensive. Remind yourself that mistakes are an important part of learning. If you need to respond to the critique, try: "Thanks for the input. I'll get back to you later on this."

- Fifth: Continue to learn more about perfectionism (see resources below)... and celebrate your progress!

If you need more help addressing challenges of AD/HD and perfectionism or procrastination, contact an AD/HD coach!

RESOURCES:

A quick video:

Perfection Paralyzes

Some articles:

How Adults with AD/HD can let go of Perfectionism

Overcoming Perfectionism

A book:

Allan Mallinger & and Jeannette DeWyze's Too Perfect: When Being in Control Gets Out of Control

DEALING WITH FEELINGS

2010-05-05T15:29:00.000-07:00

Young children sometimes have trouble dealing with feelings. For children who are particularly sensitive, including some children with AD/HD and executive functioning challenges, emotional reactions can be particularly strong and making good choices about how to respond can be particularly challenging. Parents have the opportunity to teach children self-regulation and good problem solving from the early years. Fortunately, some good resources are available to help!

One of my top picks is a wonderful series of simply illustrated books from Parenting Press. The series of six books is designed for parents to read with their children to help explore strong feelings as well as varied options for dealing with them. The "Dealing with Feelings Series," authored by Elizabeth Crary, and illustrated by Jeanne Whitney, is described in detail below.

(Note: Description reprinted with permission from http://www.parentingpress.com/b_dwf.html where ordering information can also be found.)

Children are entitled to their feelings even when their behavior
needs to be corrected. This series acknowledges specific feelings
and offers children several ways to deal with them. Each book
features a choose-your-own-adventure format, and shows what
different outcomes of choices might be—allowing the children to
back up and try another solution if they don’t like the outcome,
or to try a variety of choices to see how each might turn out.

I’m Furious—

When Matt’s little brother ruins his best baseball card, Matt
wants to “knock him flat.” Readers will identify with Matt’s
feelings, and can help him choose a better way to handle his
anger.

I’m Scared—

Tracy is terrified of the new neighbor’s dog, and needs help
deciding what to do about her feelings. Children learn several
strategies for coping with fear in positive ways.

I’m Excited—

Annie and Jesse are super excited because it’s their
birthday. Young children will love helping the twins find
activities to release their high energy on this special day.

I’m Mad—

When rain cancels a long-awaited picnic, Katie decides to
be mad all day. Readers help her find other ways to express
herself, as she moves on to fill the afternoon with fun and
laughter.

I’m Frustrated—

Alex just can’t seem to skate as well as his older brother
and sister can, and he thinks about smashing his skates.
Readers help Alex find better ways to express his frus-
tration and find other fun things to do.

I’m Proud—

Mandy learns to tie her shoes, but no one seems very ex-
cited. Children learn to deal with put-downs by choosing
from a multitude of options to help Mandy value her own
achievements.

How do you help your children manage and respond to strong feelings? What resources have you found useful?

MOVIE HERO HAS AD/HD

2010-05-01T08:47:00.000-07:00

Have you seen the movie Percy Jackson and the Olympians: The Lightening Thief? (PG). Percy Jackson, hero of the movie and a series of Percy Jackson books, is a smart, creative kid with dyslexia and AD/HD. What a great role-model to have!

As Dr. Kenny Handelman (www.addadhdblog.com) says, “ This is the first time that we have a ’super hero’ with ADD/ADHD and Dyslexia.” And “This story has the power to change how kids with ADD/ADHD and Dyslexia view themselves.”

The movie will be released on DVD in late June and would be great for a family summer movie night! Here’s an excerpt from an interview with the author, whose own son was diagnosed with learning challenges:

"[D]yslexic/ADHD kids are creative, “outside-the-box” thinkers. They have to be, because they don’t see or solve problems the same way other kids do. In school, unfortunately, they are sometimes written off as lazy, unmotivated, rude, or even stupid. They aren’t. If they can get through their rough school years, they often go on to become very successful adults. Employers love them, because they come up with original, fresh ideas. Making Percy ADHD/dyslexic was my way of honoring the potential of all the kids I’ve known who have those conditions. It’s not a bad thing to be different. Sometimes, it’s the mark of being very, very talented. That’s what Percy discovers about himself in The Lightning Thief."

Read more at: www.rickriordan.com

Helping younger kids see AD/HD in a positive light and feel good about themselves is an important job of parents and educators, and a job that AD/HD coaches working with this population take seriously. What makes you (or your child) feel good about AD/HD?

SUMMER FUN WITH EXECUTIVE FUNCTIONING FOR TEENS!!

2010-05-01T07:59:00.000-07:00

A four-session workshop in Silver Spring, MD

Meet other teens with AD/HD & executive functioning challenges!
Learn about AD/HD, executive functioning and you!
Build self-awareness and skills!
Have fun playing games that enhance your brain!

This 4-session summer workshop is designed for teens 13-16 years old. Led by experienced AD/HD Coach, Liz Ahmann, ScD, RN (www.lizahmann.com), the workshop will be a fun way to explore AD/HD and executive functioning as well as build some relevant skills over the summer, before the next school year. Each of the two-hour sessions will include:

1. Discussion and group coaching on key topics in AD/HD and executive functioning
2. Learning/playing new board games encouraging development of executive functioning skills
3. Resource materials to take home
4. Healthy snacks
5. “Homework” to consist of
a. Chapters to read in A Bird’s Eye View of Life with ADD and ADHD: Advice from Young Survivors by Chris Dendy & Alex Zeigler
b. Activities designed to enhance self-understanding and executive functioning skills
c. Games to play with family members between sessions

Dates/time: Thursday nights July 29 – August 19, 2010, 7:00 – 9:00 pm

Location: Chesapeake AD/HD Center, 8607 Cedar Street, Silver Spring, MD 20910

Cost: $200 per teen by June 15, 2010; $250 after June 15th (includes four group coaching sessions, a copy of A Bird’s Eye View, and four award-winning Mensa games for each participant to take home and keep, juice and snacks)

Sign up: Reserve your teen’s space by contacting Liz Ahmann at lizahmann@gmail.com or 301-775-7011. $50 deposit required to hold space.

PLEASE JOIN US EVEN IF YOU CAN’T MAKE ALL THE SESSIONS!

College Readiness and AD/HD: Self-Understanding

2010-03-17T11:46:00.000-07:00

College Readiness and AD/HD: Academic Considerations

2010-03-03T12:22:00.000-08:00

This post is one in a series examining several facets of college readiness. According to Landmark College (www.landmark.edu), important readiness factors include: academic skills, self-understanding, self-advocacy, executive function skills, including time management and organization, and motivation and confidence. This post is looking at the subject of academic readiness

Of key importance in college readiness is the ability to handle college-level academic expectations. Ideally, academic considerations to support college readiness should be addressed in the high school setting. They can be incorporated into the IEP/504 or transitions plan. Some teens can also benefit from additional tutoring, coaching, or parental support around these skills.

Seven key academic considerations important in college readiness are: note-taking skills, study skills, test-taking strategies, skills for writing academic papers, library and research skills, college-prep courses, and familiarity with technology aids. Check these considerations out in more detail below:

1. Note-taking skills

Why note-taking? Note-taking skills are important in college for several reasons. First, believe it or not, most students pay better attention when engaged in note-taking! And note-taking actually starts the process of learning. Also, instructors often use the lecture to give clues about what to expect on exams (listen particularly for anything emphasized or repeated). And finally, reviewing your notes helps you prepare well for a test!

How do you take notes? What works well for you? Where do you run into problems?

The Academic Resource Center at Sweet Briar College in Virginia poses the following questions students can use to evaluate their own note-taking skills (http://www.arc.sbc.edu/notes.html):

Did I use complete sentences? (generally a waste of time)
Did I use any form at all?
Are my notes clear or confusing?
Did I capture main points and all subpoints?
Did I streamline using abbreviations and shortcuts?

If you answered “no” to any of those five questions, you may want to tune-up your note-taking skills before heading off to college. No one method of note-taking works for everyone, so experiment a bit.

Check out the following resources to see what works best for you. Then practice, practice, practice. Don’t slack off just because it is summer: you can use video lectures from the library or internet to practice note-taking anytime!

Check out this great overview of note-taking:

http://www.arc.sbc.edu/notes.html

Examples of various approaches to note-taking include:

-http://school.familyeducation.com/learning-disabilities/treatments/37790.html? detoured=1

-http://sas.calpoly.edu/asc/ssl/notetaking.systems.html#cornell

-http://www.familyeducation.com/whatworks/item/nogroup-index/0,3002,1-27933,00.html

Practical tips can be found at http://www.testtakingtips.com/note/index.htm

Remember, notes don’t have to be taken by hand. Most colleges are fine with students bringing a laptop to class.

2. Study skills

How do you learn best? Are you a visual learner? auditory? kinesthetic? You learn most effectively when you understand how you personally learn. You study most effectively when you know how you best study.

Learning skills and study strategies can be taught, but they have to be individualized, for best success. You may even find that you need to study differently depending on the subject!

Here’s a great website that explains learning styles and offers a quick on-line quiz to help you assess your own style:

http://www.ldpride.net/learningstyles.MI.htm

Follow that up by exploring which tools and strategies work best for you:

http://www.studygs.net/metacognition.htm

http://www.educationatlas.com/study-skills.html

Many colleges offer study skills courses. You might even be able to sign up for one at your local community college while you are in high school. Keep in mind: studying does take time, so be sure to plan that into your busy schedule if you want to study successfully!

3. Test-taking strategies

College classes often have fewer graded assignments than high school classes. So, any single test can count for a fairly substantial portion of your grade.

How do you study for tests? How many different strategies do you use? How well are your strategies working for you?

Check out this quick on-line self-assessment of test-taking skills to find out how good you are at preparing for and taking tests:

http://www.d.umn.edu/kmc/student/loon/acad/strat/testcheck.html

For most students with AD/HD, cram sessions just don’t work. Ideally, preparing for a test starts with carefully reading assignments before class, reviewing any problem sets if applicable, and reviewing notes right after class. Reviewing the material a number of times, over time, and perhaps in several modalities (read it, write it, say it, ask someone to quiz you, etc.) is important in preparing most effectively for a test. Studying over time is more effective than cramming.

Some students may also benefit from test-taking accommodations, such as a quiet location for test-taking and/or extended time. If you qualify, be sure to make arrangements for this in the beginning of the semester.

Here’s one college student’s experience:

http://www.additudemag.com/adhd/article/820.html

Want to review some test-taking tips and strategies in detail? Here are a few useful resources:

http://www.additudemag.com/adhd/article/818.html

http://www.studygs.net/ (look at the sections on test preparation and on test taking)

4. Skills for writing academic papers

Studies have shown that writing can be challenging for many students with ADHD. It is a complex task requiring getting started, motor control for the physical act of writing, use of active working memory, creativity, organizing one’s thoughts, staying on task, and other executive skills.

How’s your writing? What works well for you? What do you find difficult?

Becoming familiar with the various steps involved in writing is a good place to start if you want to improve your skills. Master each one and you’ll be in good shape.

The website http://www.studygs.net/writing/topic.htm offers detailed information on the following steps in the writing process:

1. Develop your topic
2. Identify your audience
3. Research
4. Organize and pre-write
5. Draft/write
6. Revise
7. Proofread

Becoming confident with formats for different types of writing, particularly essays and research papers, will also help with college readiness. A simple guide for the 5-Paragraph essay format:

http://www.studygs.net/fiveparag.htm

On the technology side, it is worth becoming a good typist. Furthermore, software such as “Inspiration” can help you organize ideas if you are visual, and “Dragon Naturally Speaking,” a voice-to-text program, can help you get ideas down in print if you process better verbally.

Finally is just getting started is tough for you, try talking the topic out with someone first, or try writing for only a short five or ten minutes to see if that gets things flowing.

You don’t want to wait until you get to college to develop your writing skills, but rest assured that you can continue to sharpen them there. Most colleges require a writing course in the first semester. Many colleges also have some type of student writing center – the mentors there won’t write your papers for you, but they will offer support.

5. Library and research skills

What are your research skills like? How much experience do you have finding materials in a library? How familiar are you at finding good electronic resources (i.e. not just using Wikipedia!)?

If research skills are an area you might need some help in you can work with a teacher or librarian to get familiar with different kinds of print and electronic sources, how to research topics in different subject areas, and how to decide whether a source is reputable or not.

A fun, easy website introducing basic library and research skills:

http://www.kyvl.org/kids/homebase.html

Remember, even in college, librarians want to help you find what you need to do your assignments. Don’t be too shy to ask for help.

6. College prep courses

What types of courses do you need to be considered at the colleges you might be interested in?

You and your guidance counselor can best figure out what courses are best given your future plans. Discuss with your counselor whether you should consider some college prep coursework. The benefit is experience in course work designed to help you develop the skills needed for college courses.

7. Familiarity with useful technology aids

Does your psycho-educational or neuropsychological report, or your IEP, suggest any assistive technology that might make things easier for you? What do you know about the options?

Spell-checkers, word-prediction software, voice-to-text, talking calculators, screen readers, idea mapping software, timers and alarms, laptops, on-line or hand-held planners …. There is a lot of technology available that can build on your strengths and help you manage your challenges.

Check out this great article on assistive technology for AD/HD:

http://www.additudemag.com/adhd/article/6585.html

This index of articles is also worth a look:

http://www.additudemag.com/topic/adult-add-adhd/adhd-gadgets.html

Some sources of technology that can be useful for students with AD/HD and other learning disabilities include:

Envision Technology at http://www.envisiontechnology.org/

eAdultADHD at http://www.eadhd.com/

Keep in mind, some colleges have the Kurzweil Reader and other technology available on campus, so check ahead before making major purchases. As an example, Montgomery College in Maryland lists the following types of technology available on campus for students with learning disabilities: Kurzweil 3000, WYNN, Lexia, Inspiration, audio books (Daisy), e-text, Dragon Naturally Speaking, My Writing Lab, Skillbank, Townsend Press, and Browse Aloud.

If you found this blogpost useful, stay tuned. Subsequent blog posts, over the next 1-2 months, will address other key areas of college readiness with tips for success in each area. Check back! Or email me at lizahmann@gmail.com to get my newsletter.

If you are interested in working with an AD/HD coach to help ascertain and/or prepare for college readiness, or to support success in the transition to college, I’d be happy to talk to you! Please check my website at www.lizahmann.com or contact me at lizahmann@gmail.com

Finding and Choosing a Coach

2010-02-26T11:38:00.000-08:00

Thinking of working with a life coach or AD/HD coach? Considering finding a coach for your son or daughter? Want to move forward, but not sure how to select a coach?

Here are some useful tips.

1.Before you call a coach, spend a little time considering your needs.

A.Clarify what you want coaching for. Are you looking for yourself or your child? Do you need short term help getting through a big project? Do you want to address some chronic issues, like procrastination? Do you need support through a transition?

B.Consider what you want in a coach. Many coaches work by phone or Skype. Does this fit your needs, or do you want someone local? Do you want a coach with specific expertise or experience, such as in business issues, college students, parenting, or … ? What types of personality do you bristle against? What types are you comfortable with?

C.How much are you willing to pay? Coaching is not covered by insurance. Fees vary based on a number of factors, including geography, area of specialty, and experience. Some coaches may have a sliding fee scale.

2.Explore several sources of coaching referrals and make a list of possibilities:

A.Ask people you know - including doctors, therapists, and educators - for referrals.

B.Contact any AD/HD centers in your area for recommendations.

C.Check the International Coach Federation referral service:
http://www.coachfederation.org/find-a-coach/find-a-coach-now/coach-referral-service-agreement/

D.AD/HD Coaches Organization has an online “Find a Coach” service:
http://www.adhdcoaches.org/find-a-coach/

E.CHADD (Children and Adults with AD/HD) maintains a list of AD/HD professionals, including coaches:
http://www.chadd.org/Content/CHADD/Support/ProfessionalDirectory/default.htm

F.Some coaches have web pages and can be located by an internet search on names you have been given or simply by searching “coach” and the other terms you are interested in.

3.Contact the coaches on your list and ask for a time to talk by phone. Most coaches will offer a free 20-30 minute initial call to answer your questions and see if the two of you might be a good match for coaching. Here are some things to pay attention to and to ask during the call:

A.When talking with the coach, make note of your comfort level – is this a person you think you could work with?

B.Note down answers to the following questions so you can compare coaches:

Background:

1.How long have you been a coach?
2.How many clients have you worked with?
3.What kind of training do you have in coaching?
4.If pertinent: How many of your clients have AD/HD? How much of your training has been specific to AD/HD coaching? What personal experience do you have with AD/HD?
5.What professional organizations do you belong to?
6.Do you have certification or credentialing as a coach?

Coaching interests:

1.What types of clients do you typically work with?
2.What do you consider your expertise or specialty as a coach?
3.I am interested in working on …… What experience do you have with that?

Practical considerations:

1.How would you describe the coaching process?
2.How often would we meet? And where?
3.What if I need to get in touch with you between sessions?
4.What are your fees?

Follow-up:

1.If this coach interests you, ask how to follow-up.
2.If this coach does not interest you, ask for suggestions of other coaches you could talk to.

4.Consider your options and… go for it!

A. Ask yourself: “Which coach did I feel most comfortable with? Which seemed most familiar with the areas of concern to me? Who can I afford working with?”
B. Then, call and make that first appointment now while you are motivated!
C. Happy coaching!

Additional resources on selecting a coach:

An article from Additude magazine discusses selecting an AD/HD coach:
http://www.additudemag.com/adhd/article/4002.html
The International Coach Federation (ICF) recommends questions to ask prospective coaches: http://www.coachfederation.org/find-a-coach/selecting-a-coach/
The National Resource Center on AD/HD suggests an approach to finding and selecting an AD/HD coach:
http://www.help4adhd.org/living/coaching/WWK18

Any questions? Contact me here:
Liz Ahmann,ScD,RN
AD/HD & Life Coaching
301-775-7011
lizahmann@gmail.com
www.lizahmann.com

College Readiness and AD/HD

2010-02-20T11:46:00.000-08:00

Are you a high school student wondering what college will be like if you have AD/HD? A parent wondering what your teen with AD/HD needs to be ready for success in college? How tremendous that you are thinking ahead! Taking a few steps prior to college entry can help smooth the path to college success.

This post describes several resources that may be especially useful for teens and parents in preparing for college readiness:

1) Princeton Review’s 2007 book Guiding Teens with Learning Disabilities. Among its useful content is a detailed “Timetable for Transition Planning for Students with LD or ADHD” starting in the eighth grade. Don’t worry if you’ve passed eighth grade, the process can start any time!

2) Kathleen Nadeau’s Survival Guide for College Students with ADHD or LD is a handy guide to factors involved in choosing a college, accessing help on campus, and ways a teen/young adult can help him or herself improve on a variety of skills needed for success in college.

3) The Edge Foundation, an AD/HD Coaching organization I belong to, has published a white paper entitled “ADHD and College Success: Everything You Need to Know about ADHD, Colleges, and Living Your Dreams!” It can be obtained through the foundation’s website (http://www.edgefoundation.org/parents/adhd-friendly-colleges/#whitepaper).

Among the many tips offered in the white paper is a list of four student characteristics associated with success: perseverance, the ability to delay gratification, time management and balancing work and fun.

4) Landmark College’s handy college-readiness checklist (available through the college’s website www.landmark.edu/) includes several general categories of readiness to consider:

academic skills
self-understanding
self-advocacy
executive function skills, including time management and organization
motivation and confidence.

Check back for future blog posts addressing each of these areas!

5) Selecting a college is really a separate issue from college readiness. Some teens with ADHD may benefit from a college like Landmark College or Beacon College, geared specifically towards students with ADHD and learning disabilities. Others might do well at a college with a strong disability support service. Still other teens/young adults may have the skills and support to manage in less supportive environments. Nadeau’s book (above) lists several useful college guides that may be available at your local library:

-Colleges for Students with Learning Disabilities or ADD

-Colleges that Change Lives

-Cool Colleges: For the Hyper-intelligent, Self-directed, Late Blooming and Just Plain Different

-K&W Guide to Colleges for students with Learning Disabilities or Attention Deficit Disorder

Subsequent blog posts, over the next 1-2 months, will address each of the key areas included in Landmark College’s checklist with tips for success in each area. Check back! Or email me to get my newsletter: lizahmann@gmail.com

If you are interested in working with an AD/HD coach to help ascertain and/or prepare for college readiness, or to support success in the transition to college, I’d be happy to talk to you! Please check my website at www.lizahmann.com or contact me at lizahmann@gmail.com

NEW YEARS RESOLUTIONS

2009-12-24T08:40:00.000-08:00

New Years resolutions ... always a bit intimidating, aren't they? We have great aspirations but it can be hard to follow through. Here are some ideas for how to achieve those resolutions you make:

1) Make reasonable resolutions! None of us can easily lose 20 pounds in a month. Similarly, none of us can raise a grade of C to an A in one fell swoop or become a better parent overnight. OUr hearts may be inthe right place, but how can we figure out what type of resolutions are reasonable and attainable? One approach to goal setting is called "SMART" goals. The acronym SMART stands for

S- Specific
M- Measurable
A- Attainable
R- Relevant
T- Timely

You can ask yourself the following questions to see if your idea for a New Years resolution is "SMART."

S/Specific - What exactly is it I want to achieve? What are the details involved in this resolution? Who does it involve - just me, or others? What do I need to acquire, get rid of, or change to make it happen? Where do I do it? When will I get it done? Why do I want to do this, what will it mean for me?

M/Measurable - Will I be able to assess my progress? How can I count or measure my achievement: how much? how many? How long will it take?

A/Attainable - Is this a dream or a real possibility? Does it stretch me a bit without intimidating me too much? Do I have the means to achieve it? Can I figure out what it will take to get there? Can I learn what I need to make this happen? Do I have the time to do what it takes to achieve my goal?

R/Relevant - Is this something I really want? Is it in synch with my other current choices and commitments? Am I willing to do what it takes?

T/Timely - What is a realistic deadline or time-frame for achieving my resolution? Can I sustain the effort over this time-frame?

2) Break resolutions into small steps. Knowing the steps you'll take to achieve your resolution can make the process both less daunting and more successful! If you've considered a "SMART" goal for your resolution, you'll be on your way to considering the steps involved. Set aside some time to do some thinking and planning to identify small, measurable increments of success you can strive for. Lay out the steps and a time-line if you can. Talk to others you know who have achieved what you are striving for in your resolution - how did they break down the goal to make it workable? Then, work step-wise toward your goal, acknowledging and rewarding yourself for progress along the way.

3) Find an accountability buddy. Ask a friend if they would support you in achieving your resolution in exchange for you supporting them. Let each other know what you want to accomplish toward your goal each week and then check in weekly. No-one is perfect, so be supportive but non-judgmental of each other. Ask each other what you'd like to hear if you do achieve your weekly goal or if you don't.

4) Consider hiring a coach. Working with a professional whose specialty is helping people identify and work toward achieving their personal goals, and the life they envision, can support optimal achievement of your resolution(s). The International Coach Federation defines coaching as follows: " ... partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.... As a result of professional coaching, clients set better goals, take more action, make better decisions, and more fully use their natural strengths." (http://www.coachfederation.org/find-a-coach/)

Contact me through my website to learn more about my Life & ADHD coaching: www.lizahmann.com

In the meantime: Happy New Year!

AD/HD Book Group for Teens

2009-12-05T16:05:00.000-08:00

AD/HD Book Group for Teens & Young Adults
Are you a teen or young adult with AD/HD?
Do you know one? If so, read on...

AN INVITATION! JOIN US!
WE'RE GOING TO HAVE A GREAT TIME!
WE'LL GET YOU IN GEAR FOR THE SECOND SEMESTER!

WHO: Teens & young adults with AD/HD

WHAT: An AD/HD book group just for you. We'll be discussing
the fantastic book "A Bird's-Eye View: Advice from Young Sur-
vivors" written by Alex Ziegler, a young adult with AD/HD, and
Chris Zeigler Dendy, his mom and an AD/HD expert.

The book "A Bird's-Eye View" is fun, practical, and easy to read
– it includes comments and suggestions from many teens on un-
derstanding and managing AD/HD. To read more about
the book, check out this website: www.chrisdendy.com/bev.htm

WHERE: By telephone conference call, so you can join the
discussion from anywhere! Also, sessions will be recorded in
case you either miss a session or want to listen to it again.

WHEN: Four Monday evenings, January 11, 18, 25, & February 1, 2010
from 8:30 – 10 pm US Eastern time.

[Note: this is 6:30 Mountain time and 5:30 Pacific time.
If you are in another time zone, you can check it at this handy
website: www.timezoneconverter.com/cgi-bin/tzc.tzc ]

WHY:
-Get in gear for the rest of the school year!
-Learn a lot about AD/HD and yourself, and find new
strategies that work!
-Have fun talking with other teens who have AD/HD and
support each other!
-Have support and structure as you read through the book.
-Get your questions answered by a professional AD/HD
coach! (For more information about my background and my coaching,
see www.lizahmann.com)

HOW: Sign up now to reserve your space in the group!
The group will run if we have a minimum of 4 teens signing up.
Sign up by December 15th to receive a free copy of the book.*

To sign up, send your name, phone, email address, mailing
address, parental permission to participate (if you are under 18),
and a check for $99 to:

Liz Ahmann, ScD, RN
AD/HD and Life Coaching
3307 Belleview Ave.
Cheverly, MD 20785

Once you sign up, details, including the reading schedule and how
to access the conference call line, will be emailed to you.

*If your check is postmarked by December 15th, you will receive a free
copy of "A Birds Eye View of AD/HD: Advice from Young Survivors."
If you sign up after December 15th, you can purchase a copy for
yourself through www.chrisdendy.com or www.amazon.com

QUESTIONS:
Contact Liz Ahmann, ScD, RN
AD/HD and Life Coaching
email lizahmann@gmail.com
text/call 301-775-7011

2009-10-26T05:37:00.000-07:00

A Cognitive Functioning Model of AD/HD

Dr. Thomas E. Brown, Associate Director of the Yale Clinic for Attention and Related Disorders, has developed a model for AD/HD which is having a profound impact on our understanding of this disorder. In his book, “Attention Deficit Disorder: The Unfocused Mind in Children and Adults”, Brown describes a model for AD/HD based on an understanding of the cognitive management system of the human brain, a system commonly known as one’s “executive functioning.”

Two analogies masterfully illustrate the “executive functions” of the brain:

1. A CONDUCTOR -- We can make an analogy between the executive functions in the brain and the conductor of an orchestra. No matter how talented each player in an orchestra may be - violin, oboe, percussion, and so forth - if the conductor is not skilled, the music will sound more like noise. “Similarly,” an article on the Teach ADHD website explains, “it is the executive functions of the brain that organize an individual's current or ongoing actions and emotions to guide intentional [behavior] from moment to moment.”

2. A CEO -- The Teach ADHD website also compares the brain's “executive functions” to the role of a CEO in a big business. To be effective, the CEO must integrate information from various departments and individuals; prioritize, plan and organize strategies and actions; and guide progress. In the brain, our “executive functions” organize and coordinate our thoughts, actions, and emotions to assure coordinated and efficient behavior, including planning, making decisions, and responding to our environment.

Brown’s model of AD/HD describes six key executive functions in the brain, essential for smooth “management” of cognitive functioning and relates AD/HD to impairments in one or more of these key cognitive functions:

1. Activation – organizing, prioritizing, and activating to work

2. Focus - focusing, sustaining, and shifting attention to task

3. Effort – regulating alertness, sustaining effort, and processing speed

4. Emotion – managing frustration and modulating emotions

5. Memory – utilizing working memory and accessing recall

6. Action – monitoring and self-regulating action

In subsequent posts, I will explore strategies that can help bolster each of these areas of executive functioning.

To learn more about executive functions and AD/HD, see the following:

- A series of articles by Dr. Philip Zelazo, posted on AboutKidsHealth

- Dr. Thomas Brown’s website

- Video and podcast interviews with Dr. Brown

sources for images:

http://www.ace-clipart.com/clipart/music_clipart/batonist2.gif

http://www.freeclipartnow.com/d/33522-1/business-man.jpg

JUST FOR FUN!

2009-08-09T18:05:00.001-07:00

On one of my recent library trips, I ran across a book with a title I couldn't resist blogging about!

As mom to three kids with AD/HD, clutter is a very familiar topic. Sometimes one room or another looks dangerously cluttered - almost perfectly deadly in fact!

So, I chuckled when I saw a book titled "Killed by Clutter."

For those who may be readers of mysteries, author Leslie Caine apparently has several books in which mysteries are solved by an interior decorator. According to the back cover of "Killed by Clutter," the decorator encounters a widow whose home is filled with "a maze of bric-a-brac, papers and just plain old junk that she won't throw out...." As it turns out, "somewhere in the clutter is at least one thing to die for."

I know that here at my house we have to put in as much hard work as Caine's decorator/detective does to solve our own mystery of mess. So, hmmm.... which will it be next weekend, cleaning day or a mystery novel?

ADD and AD/HD in Girls and Women

2009-08-07T11:28:00.001-07:00

The term ADD or AD/HD often brings to mind a hyperactive boy. But, boys are not the only people who can have the diagnosis!

In fact, the ADD or AD/HD diagnosis has often been missed in girls who tend to have more day-dreamy or distracted, rather than hyperactive, symptoms. Yet, a diagnosis and appropriate interventions can have an important impact on a girl's (or woman's) success and sense of self.

Although ADD and AD/HD in girls and women is becoming better understood, consider checking whether the provider you plan to see about a diagnosis is familiar with symptoms in girls or women.

Also, learn as much as you can about how ADD and AD/HD manifests differently in males and females. To help you along, here are some great resources for understanding ADD and AD/HD in girls and women:

- Here's a link to an NPR show about the topic from November 2008:

http://www.npr.org/templates/story/story.php?storyId=97149159

- Here are a few online articles:

http://www.add.org/articles/overwhelmed.html

http://www.helpforadd.com/add-in-girls/

http://www.help4adhd.org/living/womengirls/WWK19

- And two websites:

http://www.addvance.com/index.html

http://www.ncgiadd.org/

- A facebook site for moms of children with AD/HD:

www.facebook.com/ADHDMOMS

- A social networking site for women with AD/HD:

www.WomenWithADHD.com

- And, finally, here are several excellent books on the subject:

Patricia Quinn's Attention, Girls! A Guide to Learn All About Your ADHD (for ages 7-12)

Kathleen Nadeau's Understanding Women with ADHD

Sari Solden's Women with Attention Deficit Disorder: Embrace Your Differences and Transform Your Life

“Oops! I forgot!” Technology to Overcome Forgetfulness

2009-07-31T10:58:00.000-07:00

“Oops! I forgot.” How many times do you say that to yourself? If you have AD/HD, plenty, I bet. In fact, one of the diagnostic criteria for AD/HD is forgetfulness.

Still, forgetting to do things we have told ourselves need to be done can lead to feelings of frustration and to lack of accomplishment. And forgetting to do things we have promised others we’ll do can lead to being perceived as unreliable in any relationship, and to strain in close relationships.

Who needs any of that?

Common Strategies

Helpful approaches to remembering what we need to be doing range from the simple to the more technological:

-hanging up reminder signs or notes on the fridge, mirror, and/or door

-carrying a “to do “ list on an index card in one’s pocket

-scheduling routine times to take care of various types of business

-using a planner

-using timers and alarms (including cell phone alarms) to jog us into remembering something we might forget otherwise

Technology Tips

But what if we need a more noticeable reminder of something that is important to do but not on our usual radar screen? Say, we need a reminder to purchase mom a birthday card, or a reminder to turn in that job application by Friday. Hanging a reminder note on the bathroom mirror or the front door can be a helpful strategy. But, if that’s not enough, here are a few handy technological tools that can also be used to jog the memory:

-Upgrading to a computerized calendar such as Microsoft Outlook, with an integrated task-manager can make planning and remembering easier. It's all in front of you on the computer screen or your daily print-out. (You can try Outlook with your browser without even having to download it.)

-Working with a specialized product such as SKOACH, an integrated calendar and time-management program designed by an expert in AD/HD, serves a similar function but is preferred by some. (A free 14 day trial makes it easy to explore this software.)

- You’ve used sticky notes before, right? I know I’ve even stuck them on my computer as a reminder, only to have them fall off unnoticed. Well, try electronic sticky notes – they can’t come unstuck so easily! Remove them only when you’ve completed your task. Several free versions are available on the web.

- Do you check your email daily (or more often)? Would an email reminder be just the nudge you need? ReQuall is a nifty program you can use to send yourself email reminders. It also works with voice mail, instant messaging, or texting. Best of all, you can easily try it out because the standard version is free!

- Not in one place much of the time? ReQuall (above) can be used with voice mail or texting. But, for a simpler approach, how about a vibrating watch? Lots of varieties are available.

Isn't technology amazing?

We all need to have ways to remind ourselves of important "to do" items. What techniques have you tried? What works well for you?

AD/HD Book Group for Teens & Young Adults

2009-07-02T17:31:00.000-07:00

Are you a teen or young adult with AD/HD? Do you know one? If so, read on...

AN INVITATION! JOIN US!
WE'RE GOING TO HAVE A GREAT TIME!

WHO: Teens & young adults with AD/HD

WHAT: An AD/HD book group just for you. We'll be discussing
the fantastic book "A Bird's-Eye View: Advice from Young Sur-
vivors" written by Alex Ziegler, a young adult with AD/HD, and
Chris Zeigler Dendy, his mom and an AD/HD expert.

The book "A Bird's-Eye View" is fun, practical, and easy to read
– it includes comments and suggestions from many teens on un-
derstanding and managing AD/HD. To read more about
the book, check out this website: www.chrisdendy.com/bev.htm

WHERE: By telephone conference call, so you can join the
discussion from anywhere! Also, sessions will be recorded in
case you either miss a session or want to listen to it again.

WHEN: Four Monday evenings, August 3, 10, 17, & 24, 2009
from 8:30 – 10 pm US Eastern time.

[Note: this is 6:30 Mountain time and 5:30 Pacific time.
If you are in another time zone, you can check it at this handy
website: www.timezoneconverter.com/cgi-bin/tzc.tzc ]

WHY:
-Get in gear for the coming school year!
-Learn a lot about AD/HD and yourself, and find new
strategies that work!
-Have fun talking with other teens who have AD/HD and
support each other!
-Have support and structure as you read through the book.
-Get your questions answered by a professional AD/HD
coach! *

[*For more information about my background and my coaching,
see www.lizahmann.com]

HOW: Sign up now to reserve your space in the group! Sign up by
July 15th to receive a free copy of the book.**

To sign up, send your name, phone, email address, mailing
address, parental permission to participate (if you are under 18),
and a check for $99 to:

Liz Ahmann, ScD, RN
AD/HD and Life Coaching
3307 Belleview Ave.
Cheverly, MD 20785

Once you sign up, details, including the reading schedule and how
to access the conference call line, will be emailed to you.

**If your check is postmarked by July 15th, you will receive a free
copy of "A Birds Eye View of AD/HD: Advice from Young Survivors."
If you sign up after July 15th, you can purchase a copy for
yourself through www.chrisdendy.com or amazon.com

QUESTIONS: Contact Liz Ahmann, ScD, RN – AD/HD and Life
Coaching – email lizahmann@gmail.com or text/call 301-775-7011.

Welcome!

2009-06-28T09:32:00.000-07:00

Welcome! I am glad you found me here!

I am just now in the process of developing this blog and will post soon.

In the meantime, for more information about my coaching,
please check my web page by clicking here: www.lizahmann.com

or email me at lizahmann@gmail.com