About Judith M. Glasser, PhD

Judith M. Glasser, PhD, is a clinical psychologist who has worked with children and their families for over 30 years. She specializes in the assessment and treatment of AD/HD in children. For many years Dr. Glasser has been interested in the different kinds of difficulties children experience when they have AD/HD. Many of the children she works with have difficulty understanding how other people think and feel; this book is for them. Dr. Glasser is also the author, with Kathleen Nadeau, PhD, of Learning to Feel Good and Stay Cool (Magination Press, 2014).

6 Ways You Can Empower Kids with ADHD

Children with a diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) are hard wired to have difficulty regulating their attention as well as their behaviors and moods. In fact, they often encounter problems that are a result of the symptoms of the disorder. They display different clusters of symptoms: those that are linked primarily to inattentiveness and distractibility, those that are linked to motor restlessness or hyperactivity, and those that are linked to impulsivity. A person can receive a diagnosis of ADHD Predominantly Inattentive Presentation, ADHD Predominantly Hyperactive/Impulsive Presentation, or ADHD Combined Presentation depending on the symptoms of that particular person. In addition to these clusters of symptoms, people with ADHD can also struggle with anxiety, depression, and anger management. Emotional regulation can be an ongoing challenge for children with ADHD. Adults sometimes think that if we give children medication and accommodations, that should solve the problem, however, medication alone is not enough. We also need to help them learn skills to regulate their emotions. The skills that are needed to regulate one's emotions are the same skills that these children struggle with. You must be able to: stop and think be aware of internal cues associate those cues with a name and label the feelings remember the strategies that have worked previously to handle the feelings and select one of them to use in current situations The skills listed above require executive functions, which are often lagging in children diagnosed with ADHD. Executive functions occur in the front part of the brain that acts like a CEO, directing the rest of the operations of the brain. These functions include self-awareness, self-control, and self-motivation as well as the ability to use inner-directed speech to control and modify one's own behavior. There are several steps involved in helping your child learn how to regulate emotions:  He needs to become aware that he is having a feeling. Many children have told me that their feelings come out of nowhere: "I go from zero to sixty." Upon discretion, it becomes clear that the feelings have been mounting up all day, without the child noticing. One child I know had a major meltdown once after school. It seemed to come out of nowhere. Later, it turned out that he had a terrible day at school, failed a test, and got in a fight with his friends. When he got home he learned that his sister had gotten straight A's on her report card and was having a play date. He was unaware of how increasingly upset he was becoming. Helping your child build awareness of feelings as he has them can help. She must learn to recognize the physical sensations and attach and name to those feelings. For example, when a child feels anxious she may feel like she has butterflies in her stomach. She may feel jittery and shaky. When a child begins to feel angry she may feel like fighting or breaking things. People sometimes describe feelings in colors. When we are angry

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6 Ways You Can Empower Kids with ADHD 2019-03-06T10:56:20-05:00