WEBVTT 1 00:00:00.160 --> 00:00:03.560 This is Ellen Stewart, the pushy broad from the Bronx, saying, 2 00:00:03.680 --> 00:00:07.000 remember everybody needs a little push. 3 00:00:07.160 --> 00:00:15.160 From the pushshit broad from the Bronx, New York at Home. 4 00:00:18.480 --> 00:00:23.480 Welcome Transformation Talk Network listeners. My name is Ellen Stewart 5 00:00:23.640 --> 00:00:27.160 and I am the pushy broad from the Bronx. Welcome 6 00:00:27.199 --> 00:00:32.399 to my show Recovery Recharged, where we share advice and 7 00:00:32.520 --> 00:00:38.079 support from experts in addiction and recovery and today's special 8 00:00:38.439 --> 00:00:43.119 behavioral health. I know this is something that many of 9 00:00:43.159 --> 00:00:45.840 you mothers out there are going to be very concerned about. 10 00:00:46.479 --> 00:00:55.479 We are talking today about ADHD attention deficit hyperactivity disorder, 11 00:00:56.240 --> 00:00:59.240 and I have my expert today and we're going to 12 00:00:59.280 --> 00:01:01.759 ask her a lot lot of questions so that we 13 00:01:02.000 --> 00:01:06.680 can unlock some real hope for parents and talk about 14 00:01:06.799 --> 00:01:14.599 the latest treatment in ADHD treatment for young children and adolescents. 15 00:01:14.959 --> 00:01:18.000 So the push she brought from the Bronx is introducing 16 00:01:18.079 --> 00:01:21.359 to you today a woman by the name of Carrie Russige. 17 00:01:21.760 --> 00:01:25.200 Let me tell you about her. After years of working 18 00:01:25.319 --> 00:01:29.920 in intensive settings, Carrie formed a virtual mental health practice 19 00:01:29.959 --> 00:01:35.599 to support children, teens, young adults and parents especially. So 20 00:01:35.680 --> 00:01:39.719 I want you listening in and taking notes, and as 21 00:01:39.760 --> 00:01:47.040 a licensed clinical social worker, she specializes in ADHD, trauma, anxiety, 22 00:01:47.120 --> 00:01:52.560 and depression. So I am very very pleased to introduce 23 00:01:52.680 --> 00:01:56.480 to you Carrie Russige. Hi there, Carrie. How are you today? 24 00:01:57.439 --> 00:02:00.000 Ellen? I'm doing great. How are you? 25 00:02:00.159 --> 00:02:03.599 I'm good? Thank you. I really appreciate this. You know, 26 00:02:03.879 --> 00:02:07.079 I do a recovery podcast, and that means that we 27 00:02:07.200 --> 00:02:11.759 talk about addiction, and we talk about substances, and we 28 00:02:11.919 --> 00:02:16.879 talk about how that sometimes overlaps with a behavioral health 29 00:02:16.960 --> 00:02:19.800 or a mental health diagnosis. And one of the most 30 00:02:19.800 --> 00:02:23.360 prevalent diagnosis that we hear and the term gets bandied 31 00:02:23.400 --> 00:02:29.319 about continuously is ADHD, and we don't know exactly a 32 00:02:29.360 --> 00:02:31.680 lot about it, and that's why we want to hear 33 00:02:31.719 --> 00:02:34.680 from an expert, and certainly we want to be able 34 00:02:34.719 --> 00:02:39.199 to catch the signs and signals early. So let's start there. 35 00:02:39.560 --> 00:02:42.800 What are some of the early signs that small children 36 00:02:43.280 --> 00:02:48.960 might exude that would constitute the possibility of ADHD and 37 00:02:49.120 --> 00:02:50.240 parents should look out for. 38 00:02:51.520 --> 00:02:52.159 Great question. 39 00:02:52.639 --> 00:02:58.960 So, ADHD is a neurodevelopmental disorder which primarily affects our 40 00:02:59.000 --> 00:03:01.840 prefrontal court. So for those that are watching on video, 41 00:03:01.960 --> 00:03:04.439 that's kind of this front center part of our brain here. 42 00:03:05.120 --> 00:03:08.479 This is our thinking center, This is where we process information. 43 00:03:09.199 --> 00:03:10.879 This is our executive function. 44 00:03:11.520 --> 00:03:15.159 So we know that ADHD is a disorder of executive function. 45 00:03:16.039 --> 00:03:21.120 Typical developmental toddler behavior. We're seeing kids running, jumping, having 46 00:03:21.120 --> 00:03:25.000 a hard time sitting still, maybe feeling like they're constantly 47 00:03:25.039 --> 00:03:28.520 in motion. So when we're looking out for early signs 48 00:03:28.560 --> 00:03:32.800 of ADHD, these symptoms are going to be the ones 49 00:03:32.840 --> 00:03:38.039 that are disruptive to their daily functioning and likely having 50 00:03:38.039 --> 00:03:42.479 a negative impact in different areas social, emotional, academic, etc. 51 00:03:44.120 --> 00:03:46.800 Okay, so when you're talking about running all over the place, 52 00:03:46.960 --> 00:03:52.000 certainly children do naturally run around all over the place. Right. 53 00:03:52.520 --> 00:03:56.360 I substitute taught for kindergarten. Okay, that was probably the 54 00:03:56.360 --> 00:03:58.520 hardest thing I've ever done in my life and probably 55 00:03:58.599 --> 00:04:01.560 will never do it again. So what's the difference between 56 00:04:01.599 --> 00:04:07.360 normal running around and the H in ADHD, which means hyperactivity? 57 00:04:07.520 --> 00:04:08.879 So lay it out for us. 58 00:04:09.000 --> 00:04:12.240 Okay, sure, sure, it's a really good question. 59 00:04:12.960 --> 00:04:16.600 Typically, what we tend to notice, especially as adults and 60 00:04:16.639 --> 00:04:21.959 sometimes kids and peers too, are the behavioral manifestations of ADHD. 61 00:04:22.439 --> 00:04:25.079 So those are the kids that can sit in their 62 00:04:25.160 --> 00:04:28.920 seat at school, are constantly getting up and down, are 63 00:04:29.000 --> 00:04:31.879 running and jumping to the point where they can't stay 64 00:04:32.079 --> 00:04:34.680 maybe with their caregiver, right, and so maybe there are 65 00:04:34.680 --> 00:04:41.319 some safety issues. Really typical are intense emotional outburst, difficulty 66 00:04:41.480 --> 00:04:47.439 regulating and self soothing themselves, and often difficulty with transitions. 67 00:04:47.639 --> 00:04:50.560 So maybe coming in from school or getting out in 68 00:04:50.600 --> 00:04:55.120 the morning to go to school, and especially following multi 69 00:04:55.120 --> 00:04:58.120 step instructions can be particularly difficult. 70 00:04:58.680 --> 00:05:01.199 Okay, so now we're talking kids that are a school 71 00:05:01.240 --> 00:05:04.480 age is there something that we should look at beforehand? 72 00:05:04.560 --> 00:05:06.720 We have lots of young mothers that are listening in, 73 00:05:06.800 --> 00:05:08.360 so what about toddler behavior? 74 00:05:09.600 --> 00:05:13.560 Yeah, So the reality is whether we're talking about an 75 00:05:13.639 --> 00:05:20.000 ADHD disruptive behavior or we're talking about disruptive behavior in general, 76 00:05:20.279 --> 00:05:23.319 the treatment is not necessarily different. And what I mean 77 00:05:23.360 --> 00:05:25.439 by that are the strategies that we use. 78 00:05:25.399 --> 00:05:30.519 To manage them. So if we're concerned. 79 00:05:29.959 --> 00:05:33.399 About our toddler behavior, I think a great place to 80 00:05:33.480 --> 00:05:37.279 start is just talking to your pediatrician, starting with like, hey, 81 00:05:37.399 --> 00:05:38.759 this is what I'm noticing. 82 00:05:39.399 --> 00:05:40.600 Is this typical? 83 00:05:41.959 --> 00:05:45.079 And if we bring it back again to those younger years, 84 00:05:45.199 --> 00:05:48.519 it's going to be those disruptive behaviors that are getting 85 00:05:48.560 --> 00:05:51.560 in the way of maybe safety or being able to 86 00:05:51.879 --> 00:05:54.800 function fully in their everyday lives. 87 00:05:55.759 --> 00:05:59.160 I see, okay, so I know that you're doing us 88 00:05:59.199 --> 00:06:01.639 a long time when you can see the signs, and 89 00:06:01.839 --> 00:06:05.319 certainly the professionals can see the signs. So what should 90 00:06:05.759 --> 00:06:08.000 you touched on it for a moment? But what should 91 00:06:08.120 --> 00:06:14.519 parents do? How is the child actually diagnosed ADHD, properly diagnosed? 92 00:06:14.519 --> 00:06:15.759 Where do they go? What do they do? 93 00:06:16.600 --> 00:06:18.199 I like that you use the term properly. 94 00:06:19.199 --> 00:06:23.160 I think because of all the information on social media, 95 00:06:23.240 --> 00:06:27.120 a lot of us have become our share therapists are 96 00:06:27.600 --> 00:06:31.720 diagnoses and we really want to make sure that we're 97 00:06:31.759 --> 00:06:35.319 our child is getting a proper assessment. What that means 98 00:06:35.600 --> 00:06:39.199 is taking them to a qualified professional. So again, we 99 00:06:39.240 --> 00:06:41.800 can still with the pediatrician, we really don't we don't 100 00:06:41.839 --> 00:06:44.279 want to be diagnosed there. We want to be referred 101 00:06:44.319 --> 00:06:49.399 to a psychiatrist, clinical therapist, psychologists, someone that can do 102 00:06:49.480 --> 00:06:50.439 the proper testing. 103 00:06:50.639 --> 00:06:51.639 What do I mean by that? 104 00:06:52.160 --> 00:06:55.079 That involves an assessment with the child, that involves an 105 00:06:55.079 --> 00:06:58.160 assessment with the caregiver, and that involves an assessment with 106 00:06:58.240 --> 00:06:58.800 the school. 107 00:06:58.879 --> 00:06:59.680 Feedback from the. 108 00:06:59.600 --> 00:07:04.800 School, parents, caregivers and teachers they're with the kids the 109 00:07:04.839 --> 00:07:08.959 most time, they have the most valuable information, and so 110 00:07:09.160 --> 00:07:14.360 it's taking all of that information and the child's report 111 00:07:14.399 --> 00:07:17.920 of what they're experiencing that's ultimately going to give you 112 00:07:18.199 --> 00:07:19.240 a diagnosis. 113 00:07:20.399 --> 00:07:23.360 Okay. So it also helps that when we're going to 114 00:07:23.439 --> 00:07:26.639 a clinician for an assessment that we bring up some 115 00:07:26.720 --> 00:07:29.079 of the things we're seeing and try to look for 116 00:07:29.160 --> 00:07:32.639 a clinician that has a specialty in ADHD. Would you 117 00:07:32.680 --> 00:07:33.959 say that would be appropriate? 118 00:07:34.680 --> 00:07:36.279 Absolutely? Absolutely? 119 00:07:36.560 --> 00:07:38.600 All right. So while we're at it, why don't you 120 00:07:38.680 --> 00:07:42.000 tell us where your license is and how people can 121 00:07:42.040 --> 00:07:42.439 find you. 122 00:07:43.720 --> 00:07:48.279 Yeah, so my clinical license, I'm a license clinical social 123 00:07:48.279 --> 00:07:54.399 worker is in New York, Connecticut, Massachusetts, North Carolina, and Florida. 124 00:07:55.439 --> 00:07:59.279 That's where I specifically can do my clinical work. Something 125 00:07:59.480 --> 00:08:02.399 we can talk more about is coaching and the benefits 126 00:08:02.399 --> 00:08:06.560 of parent coaching as sort of a primary modality for ADHD, 127 00:08:07.160 --> 00:08:10.199 which is a tried and true method and for parents 128 00:08:10.199 --> 00:08:13.759 that are looking for coaching that is actually something I 129 00:08:13.800 --> 00:08:17.040 can do multi state outside of those states. 130 00:08:17.120 --> 00:08:19.600 Terrific And on the bontom of your screen you will 131 00:08:19.639 --> 00:08:22.959 see where to get in touch with Kerrie, And would 132 00:08:23.040 --> 00:08:25.399 you say our website forest with the people that are 133 00:08:25.439 --> 00:08:26.480 just listening to us. 134 00:08:27.319 --> 00:08:33.240 Yes, So you can find me at Kerrie ruschlcsw dot com. 135 00:08:33.279 --> 00:08:37.080 I'm also on psychology today, but my website is definitely 136 00:08:37.080 --> 00:08:39.960 the best place to learn more about me, what I provide, 137 00:08:39.960 --> 00:08:41.279 and how you can get in touch with me. 138 00:08:42.039 --> 00:08:45.200 Terrific. All right, so let's go back to the actual 139 00:08:45.279 --> 00:08:49.240 ADHD and your specialty. The first thing I'm thinking is 140 00:08:49.240 --> 00:08:51.320 is it different in girls than in boys? 141 00:08:52.840 --> 00:08:54.200 It's a really good question. 142 00:08:55.320 --> 00:09:00.240 The way that ADHD is experienced in the brain is 143 00:09:00.279 --> 00:09:02.559 not different between girls and boys. 144 00:09:03.120 --> 00:09:05.440 However, it's often expressed differently. 145 00:09:06.000 --> 00:09:09.159 Give me an example. I mean when you say it's 146 00:09:09.200 --> 00:09:12.960 not different, but it's expressed differently, two distinct examples said 147 00:09:13.039 --> 00:09:14.000 parents can relate to. 148 00:09:15.759 --> 00:09:20.480 So, boys tend to be more externally expressive because of 149 00:09:20.519 --> 00:09:23.279 the way we socialize them. Girls tend to be more 150 00:09:23.720 --> 00:09:27.399 internally expressive. What does that look like? We tend to 151 00:09:27.440 --> 00:09:31.200 see more of the behavioral symptoms, the sort of disruptive 152 00:09:31.279 --> 00:09:32.320 symptoms from. 153 00:09:32.240 --> 00:09:34.080 Boys and girls. 154 00:09:34.159 --> 00:09:37.759 Actually, we tend to see more of the attentive symptoms. 155 00:09:38.120 --> 00:09:45.440 That means difficulty sustaining attention, internal disorganization, perhaps appearing unmotivated. 156 00:09:46.399 --> 00:09:48.000 They can often be called. 157 00:09:48.000 --> 00:09:52.679 Lazy or seen as lazy, having poor follow through, making 158 00:09:52.799 --> 00:09:59.159 careless mistakes, and so there girls are actually also there's 159 00:09:59.200 --> 00:10:04.960 a higher level of misdiagnosis, or actually they're undiagnosed because 160 00:10:05.159 --> 00:10:08.360 we can't see these symptoms. 161 00:10:10.159 --> 00:10:13.279 You know, that is true no matter where we go. 162 00:10:13.399 --> 00:10:17.080 There's a distinct difference in addiction as well between male 163 00:10:17.279 --> 00:10:21.600 and females because men and men and young adult males 164 00:10:21.600 --> 00:10:24.120 seem to be more overt in the behavior, which is 165 00:10:24.200 --> 00:10:28.039 exactly what you're talking about with ADHD symptoms. Right. I 166 00:10:28.120 --> 00:10:31.360 will have clients that will have committed some kind of 167 00:10:31.720 --> 00:10:36.000 minor crime or major crime. I have clients that will 168 00:10:36.519 --> 00:10:40.039 openly go out and do something, get into a car accident, 169 00:10:41.360 --> 00:10:43.960 flunk out of school, have you know, not be able 170 00:10:44.000 --> 00:10:47.440 to hold down a job. But a woman is much 171 00:10:47.519 --> 00:10:51.960 more introverted and isolated in their problems. And it seems 172 00:10:52.000 --> 00:10:54.360 from what you're telling me, to start at a very 173 00:10:54.399 --> 00:10:59.440 young age in terms of the way boys and girls operate. 174 00:10:59.519 --> 00:11:01.000 Would that be true? 175 00:11:01.480 --> 00:11:05.919 Yes, And of course depending on our environments upbringing, this 176 00:11:06.200 --> 00:11:07.120 might look different. 177 00:11:07.200 --> 00:11:09.399 But this is the trend that we tend to see. 178 00:11:10.320 --> 00:11:14.919 Okay, So I mean, if a child is suffering from ADHD, 179 00:11:15.039 --> 00:11:17.879 whether they are a boy or a girl, it must 180 00:11:17.919 --> 00:11:22.240 really affect their socialization and their life and their friendships. 181 00:11:22.759 --> 00:11:24.840 Give us an idea of how long that may go 182 00:11:24.919 --> 00:11:26.080 on and what that looks like. 183 00:11:27.519 --> 00:11:31.559 Yeah, so, regardless of gender, kids with ADHD, And when 184 00:11:31.600 --> 00:11:34.559 I say kids, I'm talking about children and teens. So 185 00:11:34.639 --> 00:11:36.279 when I say kids, I'm sort of using it as 186 00:11:36.279 --> 00:11:42.200 this blanket term. They can struggle interpersonally, specifically because they 187 00:11:42.279 --> 00:11:48.519 experience higher levels of social rejection because of their internal dysregulation, 188 00:11:49.120 --> 00:11:53.320 They might have higher rates of impulsivity. They might have 189 00:11:53.360 --> 00:11:56.720 difficulty reading social cues. So this might be your kiddo 190 00:11:56.879 --> 00:12:01.120 that is constantly talking and talking over people, which we 191 00:12:01.759 --> 00:12:06.679 that might disrupt some of our friendships, right or some 192 00:12:06.759 --> 00:12:11.480 of our relationships. Something that also can happen is there's 193 00:12:11.519 --> 00:12:16.159 a high correlation between whether no matter your gender, of 194 00:12:17.519 --> 00:12:21.240 kids with ADHD feeling like they're dumber or not as 195 00:12:21.320 --> 00:12:24.000 smart or not as capable of there as their peers, 196 00:12:24.279 --> 00:12:31.399 when in fact ADHD is not a disorder of intelligence. 197 00:12:32.519 --> 00:12:35.440 But because they're working so hard and because they're seeing 198 00:12:35.480 --> 00:12:39.399 people doing things that are more challenging for them to 199 00:12:39.480 --> 00:12:42.159 do that it can also cause low self worth, which 200 00:12:42.200 --> 00:12:45.720 can then, in turn also show up interpersonally. 201 00:12:46.559 --> 00:12:50.200 I understand not to mention the inner turmoil that the 202 00:12:50.279 --> 00:12:55.480 child is going through and every day over physical aspects 203 00:12:55.600 --> 00:13:01.039 like sleep problems and screen addictions, right, and even maldowns 204 00:13:01.039 --> 00:13:04.720 in young children or you know, or in teenagers. Do 205 00:13:04.799 --> 00:13:06.440 you find that's prevalent as well. 206 00:13:07.480 --> 00:13:09.039 I'm so glad you brought up screens. 207 00:13:10.399 --> 00:13:14.399 The reality is screens are a huge part of our life. 208 00:13:14.519 --> 00:13:16.360 You and I are on a screen talking to each 209 00:13:16.360 --> 00:13:18.879 other right now. It is how we function in this world, 210 00:13:19.559 --> 00:13:23.240 and there is no denying there. It doesn't matter how 211 00:13:23.279 --> 00:13:26.000 we try to reason. Screens are bad. 212 00:13:25.759 --> 00:13:27.320 For the ADHD brain. 213 00:13:28.320 --> 00:13:32.600 When we when we have ADHD, we are already starting 214 00:13:32.799 --> 00:13:33.559 naturally with the. 215 00:13:33.600 --> 00:13:34.960 Depletion of dopamine. 216 00:13:35.080 --> 00:13:39.039 So when we talk about addiction dependence, things. 217 00:13:38.799 --> 00:13:41.759 Like screens short form media, things that we can get 218 00:13:42.279 --> 00:13:45.320 easy hits of enjoyment with. 219 00:13:46.679 --> 00:13:49.639 No matter how you try to reason it, screens are 220 00:13:49.720 --> 00:13:51.159 bad for ADHD. 221 00:13:51.360 --> 00:13:53.960 They disrupt our thinking center. 222 00:13:54.919 --> 00:13:58.200 We don't have to put any thought into decision making, 223 00:13:58.360 --> 00:14:00.799 into self soothing when we have a screen in front 224 00:14:00.840 --> 00:14:05.200 of us. When we think about dependence, it's a similar 225 00:14:05.279 --> 00:14:09.320 feeling of when we are addicted to alcohol or other substances. 226 00:14:09.600 --> 00:14:11.679 I have something in front of me, I get that 227 00:14:11.799 --> 00:14:14.720 dopamine hit. I want to do it again. And when 228 00:14:14.720 --> 00:14:19.360 we have ADHD, we are more naturally depleted with dopamine. 229 00:14:19.480 --> 00:14:22.080 So if we look for things that will do that easily, 230 00:14:22.759 --> 00:14:24.600 screens is particularly one of them. 231 00:14:25.080 --> 00:14:27.759 So is negative attention, which is why there can be 232 00:14:27.799 --> 00:14:30.840 so much conflict of all I understand. 233 00:14:31.120 --> 00:14:35.159 Okay, all right, so let's go towards some of the 234 00:14:35.200 --> 00:14:41.720 home strategies here. Okay, what can parents institute daily routines 235 00:14:41.879 --> 00:14:44.679 or some kind of parental hack that can help a 236 00:14:44.799 --> 00:14:50.960 child and a teenager build focus, which is part of 237 00:14:51.039 --> 00:14:55.279 what ADG. That's the attention deficit portion of this journey, right, 238 00:14:55.360 --> 00:15:00.480 the inattention, trouble staying focused those things. What can pairs 239 00:15:00.559 --> 00:15:03.600 do in a daily routine to help strength and self 240 00:15:03.639 --> 00:15:06.759 control and focus at home with their child? 241 00:15:08.159 --> 00:15:09.600 The keyword there is routine. 242 00:15:10.639 --> 00:15:17.960 Kids and especially ADHD kids need predictability, consistency, boundaries. 243 00:15:18.519 --> 00:15:22.320 This has to be built into a structure. When we talk. 244 00:15:22.120 --> 00:15:27.639 About ADHD treatment, One of the actually most research tried 245 00:15:27.720 --> 00:15:31.840 and to treatment is parent training and what that means 246 00:15:31.960 --> 00:15:36.039 is how are we responding to reactivity? What are we 247 00:15:36.159 --> 00:15:38.799 putting in place so that our kids can be independent 248 00:15:39.399 --> 00:15:41.879 and learn to do things on their own. So we 249 00:15:42.000 --> 00:15:48.480 want to cultivate a space that promotes independence, confidence, and competence. 250 00:15:50.120 --> 00:15:53.279 You know, when you say parent training, I always think 251 00:15:54.080 --> 00:15:56.639 that parents need to be aware of the fact that 252 00:15:56.759 --> 00:16:00.000 it's not their child with the problem, and you don't 253 00:16:00.240 --> 00:16:02.879 hand them to as therapist and say please fix my 254 00:16:03.120 --> 00:16:07.559 child or take them to a a pediatrician and say 255 00:16:07.759 --> 00:16:09.960 is their medication right? 256 00:16:10.279 --> 00:16:10.600 Yes? 257 00:16:10.960 --> 00:16:13.799 Yes, okay, So now give us an idea about what 258 00:16:14.039 --> 00:16:17.080 you talk about and what you do when you say 259 00:16:17.159 --> 00:16:19.440 parent coaching in this arena. 260 00:16:19.200 --> 00:16:24.320 Yes, yes, so parent coaching, parent training, parent management training, 261 00:16:24.559 --> 00:16:25.519 behavioral training. 262 00:16:25.639 --> 00:16:28.559 These are all sort of interchangeable terms. 263 00:16:29.120 --> 00:16:32.360 What it means is we're working with the parents on 264 00:16:32.919 --> 00:16:36.000 talking about what are they experiencing at home, and we 265 00:16:36.039 --> 00:16:40.679 are focusing on improving the child's executive function. That doesn't 266 00:16:40.720 --> 00:16:45.639 mean connection. There are kiddos and parents that struggle with connection. 267 00:16:45.960 --> 00:16:49.799 When we're talking about ADHD, we're talking we're not talking 268 00:16:49.799 --> 00:16:54.200 about connection, and so we're talking about routine. We're talking 269 00:16:54.200 --> 00:16:58.519 about rewards and consequence system. What happens when X happens, 270 00:16:58.559 --> 00:17:03.679 How are we responding and while parents are generally loving, 271 00:17:03.879 --> 00:17:07.839 well meaning, we tend to we can do things that 272 00:17:08.200 --> 00:17:11.160 enable these behaviors that are disruptive. 273 00:17:13.240 --> 00:17:15.680 So it sounds like you spend a lot of time 274 00:17:15.799 --> 00:17:24.039 teaching parents how to handle ADHD situations with really practical solutions. Correct. 275 00:17:24.359 --> 00:17:27.279 Yes, evidence based, research based solutions. 276 00:17:27.640 --> 00:17:32.079 There we go. And that also includes some time management technique, 277 00:17:32.200 --> 00:17:37.720 some organizational skills, and probably how they can regulate their 278 00:17:37.759 --> 00:17:41.519 temperament so that they're not yelling and screaming or nagging. Yeah, 279 00:17:41.599 --> 00:17:43.000 let's address that for a little bit. 280 00:17:44.000 --> 00:17:48.759 Yes, So the research shows that the most effective parenting 281 00:17:48.799 --> 00:17:52.640 style is authoritative. This is different than authoritarian, which I 282 00:17:52.640 --> 00:17:57.640 think they're sometimes confused, which is also different than permissive. 283 00:17:58.119 --> 00:18:02.880 And so it's this idea of firm but loving. When 284 00:18:03.119 --> 00:18:06.279 we try to get down to our child's level too 285 00:18:06.400 --> 00:18:09.640 much and during times of conflict, we end up giving 286 00:18:09.680 --> 00:18:14.559 attention to the dysregulation versus if we take this authoritarian 287 00:18:14.599 --> 00:18:18.519 approach and use punitive measures, they're not actually learning independent. 288 00:18:18.680 --> 00:18:21.680 So it's about when you work with a coach, they 289 00:18:21.759 --> 00:18:25.400 can help you to find that line of authoritative. What 290 00:18:25.680 --> 00:18:28.000 is it that I'm trying to accomplish here? How can 291 00:18:28.039 --> 00:18:31.880 I do that effectively? And ultimately your relationship with your 292 00:18:31.960 --> 00:18:34.119 child will improve because of that. 293 00:18:35.400 --> 00:18:38.640 Okay, so can you give us some concrete examples of 294 00:18:38.759 --> 00:18:42.559 what that would look like? If my twelve year old 295 00:18:42.920 --> 00:18:46.799 is completely disruptive? The room is an absolute mess on 296 00:18:46.839 --> 00:18:50.160 a constant basis, can seem to be getting any task done, 297 00:18:50.440 --> 00:18:52.480 doesn't know how to move from A to B, and 298 00:18:52.559 --> 00:18:54.440 I'm ready to tear my hair out of my head. 299 00:18:54.599 --> 00:18:55.559 What are you suggesting? 300 00:18:56.200 --> 00:18:56.440 Yes? 301 00:18:56.720 --> 00:19:00.599 So, first off, your overwhelmed, as normal, the very overwhelming 302 00:19:00.640 --> 00:19:05.519 situation to be in, right, we have to address each 303 00:19:05.559 --> 00:19:09.200 of the behaviors separately. If we're talking about clothes all 304 00:19:09.240 --> 00:19:12.119 over the room, what are we doing about it? 305 00:19:12.279 --> 00:19:12.480 Right? 306 00:19:12.759 --> 00:19:16.359 Is it mom or dad or caregiver comes in and 307 00:19:16.480 --> 00:19:17.400 nags about it? 308 00:19:17.680 --> 00:19:20.799 The child is not feeling that consequence. 309 00:19:20.880 --> 00:19:24.279 So when we talk about rewards and consequence, it has 310 00:19:24.319 --> 00:19:29.559 to be things that the child can feel and can visualize. 311 00:19:28.839 --> 00:19:31.680 Like what say? What should I be saying to my kid? 312 00:19:32.799 --> 00:19:35.000 Yes, So it's. 313 00:19:34.920 --> 00:19:37.839 Less about the saying more about the doing. It's talking 314 00:19:37.880 --> 00:19:41.720 to your kids in advance and saying, Hey, here's the 315 00:19:41.799 --> 00:19:45.160 structure we're going to put in place. When you don't 316 00:19:45.200 --> 00:19:49.319 clean up your room, you don't earn TV time, or 317 00:19:49.440 --> 00:19:51.480 you have to do X, Y and Z things. You 318 00:19:51.480 --> 00:19:53.000 have to clean up your room, you have to do 319 00:19:53.039 --> 00:19:55.839 your morning routine, then you can earn a TV time. 320 00:19:56.119 --> 00:19:59.440 We want screen if if that's the motivator, right, if 321 00:19:59.480 --> 00:20:03.200 that's what's motivating your child, if they're motivated by other things, 322 00:20:03.640 --> 00:20:09.240 that's the reward and the consequences not earning that reward, 323 00:20:09.759 --> 00:20:10.799 they will feel that. 324 00:20:11.319 --> 00:20:13.880 And these things also have to be done in the moment. 325 00:20:13.960 --> 00:20:15.960 If we say, if you don't clean your room now, 326 00:20:16.039 --> 00:20:17.640 you're not going to get to see this movie a 327 00:20:17.680 --> 00:20:20.359 month from now, that is not going to resonate. 328 00:20:20.400 --> 00:20:20.920 They don't care. 329 00:20:21.039 --> 00:20:25.559 It has to be these in the moment, proportionate rewards 330 00:20:25.599 --> 00:20:28.880 and consequence to the behavior that they're going to feel. 331 00:20:30.640 --> 00:20:33.480 Do you find that a child that is more athletic 332 00:20:33.519 --> 00:20:37.319 and has more movement and maybe has good nutrition diet 333 00:20:37.319 --> 00:20:41.279 and exercise really makes a difference in ADHD symptoms? 334 00:20:41.599 --> 00:20:41.880 Yes. 335 00:20:42.039 --> 00:20:44.599 What you're talking about is how do we specifically improve 336 00:20:44.720 --> 00:20:46.240 executive function? 337 00:20:47.200 --> 00:20:48.960 So what we're talking. 338 00:20:48.680 --> 00:20:51.480 About with the parents are what do I have to 339 00:20:51.519 --> 00:20:54.039 do in place to help my child be independent? 340 00:20:54.119 --> 00:20:54.759 Successful? 341 00:20:54.960 --> 00:20:58.079 Right? Understand how to do things? We want to really 342 00:20:58.119 --> 00:21:01.400 improve executive function. We have to about down to the basics, 343 00:21:02.039 --> 00:21:04.039 what am I eating, how am I moving? 344 00:21:04.279 --> 00:21:09.880 What am I doing? Movement is vital for ADHD kiddos. 345 00:21:09.799 --> 00:21:13.799 Whether that is sports, whether that's just getting outside. There's 346 00:21:13.839 --> 00:21:17.279 actually a lot of studies that show being in nature 347 00:21:17.799 --> 00:21:22.160 physically looking touching, Looking at and touching nature improves our 348 00:21:22.200 --> 00:21:26.720 executive function. You can see it in in the neuroplasticity. 349 00:21:28.640 --> 00:21:33.240 Certain foods are linked to help with ADHD. Foods high 350 00:21:33.319 --> 00:21:36.720 end protein and that again comes back to foods that 351 00:21:36.880 --> 00:21:41.279 tend to improve improve cognition and neuroplasticity are ultimately going 352 00:21:41.319 --> 00:21:46.119 to help with ADHD. Getting things that help them with 353 00:21:46.200 --> 00:21:49.880 body awareness. A lot of kids why they this also 354 00:21:49.880 --> 00:21:53.720 can impact them socially, like they don't know how close 355 00:21:53.759 --> 00:21:56.200 they are to someone, or like when they're bothering someone. 356 00:21:56.599 --> 00:21:59.960 Get it in something like dance, something. 357 00:22:00.079 --> 00:22:04.039 Even sports where they team sports, they have to engage 358 00:22:04.039 --> 00:22:05.880 with other people in a certain way to get to. 359 00:22:05.839 --> 00:22:06.680 A common goal. 360 00:22:07.079 --> 00:22:13.559 You're helping them access creativity, body awareness, and ultimately improving 361 00:22:13.599 --> 00:22:16.119 these areas that are going to help with emotional control 362 00:22:16.240 --> 00:22:17.400 and behavior regulation. 363 00:22:18.160 --> 00:22:21.519 Well, that's certainly something that parents can do that seems 364 00:22:22.039 --> 00:22:26.119 very routine and appropriate and specific in terms of their tasks. 365 00:22:26.160 --> 00:22:29.400 So go rite out their parents and talk about diet 366 00:22:29.559 --> 00:22:32.920 and exercise and get your kids involved and moving because 367 00:22:33.079 --> 00:22:35.720 that really does help them. Okay, So now I want 368 00:22:35.720 --> 00:22:39.559 to ask your professional opinion. I want to know how 369 00:22:39.680 --> 00:22:43.599 you feel about whether or not and when it is 370 00:22:43.960 --> 00:22:50.799 medication appropriate to treat children for ADHD, and what you 371 00:22:50.960 --> 00:22:55.279 have seen in terms of the combination of medication and 372 00:22:55.319 --> 00:22:59.000 behavioral therapy or coaching therapy for the child, and what 373 00:22:59.079 --> 00:23:03.519 the evidence may research is showing these days. Because parents 374 00:23:03.599 --> 00:23:05.359 just want to say, give them a pill and let's 375 00:23:05.359 --> 00:23:08.559 fix it. So what's your photos? What do you yu? 376 00:23:09.759 --> 00:23:14.240 So the research shows medication is the ultimate, tried and 377 00:23:14.319 --> 00:23:17.799 true when it comes to improving executive function. 378 00:23:18.920 --> 00:23:21.119 That is also just one piece of the puzzle. 379 00:23:21.400 --> 00:23:23.960 Not every parent wants to put their child on medication, 380 00:23:24.079 --> 00:23:27.119 and I understand that there is a lot of misinformation 381 00:23:27.240 --> 00:23:29.799 out there. So I think you can just starting with 382 00:23:30.200 --> 00:23:34.640 talk to your doctor, talking to psychiatrists and understanding what 383 00:23:34.799 --> 00:23:39.079 is involved. Here are we what type of medication, What 384 00:23:39.119 --> 00:23:40.359 does that mean for my child? 385 00:23:40.400 --> 00:23:41.400 What are the side effects? 386 00:23:41.440 --> 00:23:41.799 All of that? 387 00:23:42.000 --> 00:23:45.200 Right then, right next to. 388 00:23:45.119 --> 00:23:50.279 That is the parent coaching that is shown to have 389 00:23:50.440 --> 00:23:54.480 the most benefits for kids and improving their executive function 390 00:23:54.559 --> 00:23:59.440 and overall independence. Where therapy comes in tends to be 391 00:23:59.599 --> 00:24:05.039 more helpful for teens and adults because there's treatments like 392 00:24:05.119 --> 00:24:10.319 cognitive behavioral therapy CDT, which helps teens and adults get 393 00:24:10.400 --> 00:24:13.519 that are connected with their thoughts, feelings, and behaviors. It's 394 00:24:13.640 --> 00:24:17.160 actually not shown to have a helpful improvement for young 395 00:24:17.279 --> 00:24:21.559 kids with executive functioning difficulties because they have a harder 396 00:24:21.559 --> 00:24:26.319 time accessing their thoughts, feelings and connecting it to their behavior. 397 00:24:26.960 --> 00:24:30.720 I see, okay, So it's up to the individual child 398 00:24:30.920 --> 00:24:33.240 in terms of their symptoms, and it's also up to 399 00:24:33.279 --> 00:24:36.119 the individual parent and the people that they're working with, 400 00:24:36.200 --> 00:24:39.680 and I completely understand that. So we only have a 401 00:24:39.680 --> 00:24:42.200