Medication can help the ADHD child in everyday
life. He or she may be better able to control some of the behavior problems that
have led to trouble with parents and siblings. But it takes time to undo the
frustration, blame, and anger that may have gone on for so long. Both parents
and children may need special help to develop techniques for managing the
patterns of behavior. In such cases, mental health professionals can counsel the
child and the family, helping them to develop new skills, attitudes, and ways of
relating to each other. In individual counseling, the therapist helps children
with ADHD learn to feel better about themselves. The therapist can also help
them to identify and build on their strengths, cope with daily problems, and
control their attention and aggression. Sometimes only the child with ADHD needs
counseling support. But in many cases, because the problem affects the family as
a whole, the entire family may need help. The therapist assists the family in
finding better ways to handle the disruptive behaviors and promote change. If
the child is young, most of the therapist's work is with the parents, teaching
them techniques for coping with and improving their child's behavior.
Several intervention approaches are available. Knowing something about the
various types of interventions makes it easier for families to choose a
therapist that is right for their needs.
Psychotherapy works to help people with ADHD to like and accept themselves
despite their disorder. It does not address the symptoms or underlying causes of
the disorder. In psychotherapy, patients talk with the therapist about upsetting
thoughts and feelings, explore self-defeating patterns of behavior, and learn
alternative ways to handle their emotions. As they talk, the therapist tries to
help them understand how they can change or better cope with their disorder.
Behavioral therapy (BT) helps people develop more effective ways to work on
immediate issues. Rather than helping the child understand his or her feelings
and actions, it helps directly in changing their thinking and coping and thus
may lead to changes in behavior. The support might be practical assistance, like
help in organizing tasks or schoolwork or dealing with emotionally charged
events. Or the support might be in self-monitoring one's own behavior and giving
self-praise or rewards for acting in a desired way such as controlling anger or
thinking before acting.
Social skills training can also help children learn new behaviors. In social
skills training, the therapist discusses and models appropriate behaviors
important in developing and maintaining social relationships, like waiting for a
turn, sharing toys, asking for help, or responding to teasing, then gives
children a chance to practice. For example, a child might learn to "read" other
people's facial expression and tone of voice in order to respond appropriately.
Social skills training helps the child to develop better ways to play and work
with other children.
Support groups help parents connect with other people who have similar problems
and concerns with their ADHD children. Members of support groups often meet on a
regular basis (such as monthly) to hear lectures from experts on ADHD, share
frustrations and successes, and obtain referrals to qualified specialists and
information about what works. There is strength in numbers, and sharing
experiences with others who have similar problems helps people know that they
aren't alone. National organizations are listed at the end of this document.
Parenting skills training, offered by therapists or in special classes, gives
parents tools and techniques for managing their child's behavior. One such
technique is the use of token or point systems for immediately rewarding good
behavior or work. Another is the use of "time-out" or isolation to a chair or
bedroom when the child becomes too unruly or out of control. During time-outs,
the child is removed from the agitating situation and sits alone quietly for a
short time to calm down. Parents may also be taught to give the child "quality
time" each day, in which they share a pleasurable or relaxing activity. During
this time together, the parent looks for opportunities to notice and point out
what the child does well, and praise his or her strengths and abilities.
This system of rewards and penalties can be an effective way to modify a child's
behavior. The parents (or teacher) identify a few desirable behaviors that they
want to encourage in the child—such as asking for a toy instead of grabbing it,
or completing a simple task. The child is told exactly what is expected in order
to earn the reward. The child receives the reward when he performs the desired
behavior and a mild penalty when he doesn't. A reward can be small, perhaps a
token that can be exchanged for special privileges, but it should be something
the child wants and is eager to earn. The penalty might be removal of a token or
a brief time-out. Make an effort to find your child being good. The goal, over
time, is to help children learn to control their own behavior and to choose the
more desired behavior. The technique works well with all children, although
children with ADHD may need more frequent rewards.
In addition, parents may learn to structure situations in ways that will allow
their child to succeed. This may include allowing only one or two playmates at a
time, so that their child doesn't get overstimulated. Or if their child has
trouble completing tasks, they may learn to help the child divide a large task
into small steps, then praise the child as each step is completed. Regardless of
the specific technique parents may use to modify their child's behavior, some
general principles appear to be useful for most children with ADHD. These
include providing more frequent and immediate feedback (including rewards and
punishment), setting up more structure in advance of potential problem
situations, and providing greater supervision and encouragement to children with
ADHD in relatively unrewarding or tedious situations.
Parents may also learn to use stress management methods, such as meditation,
relaxation techniques, and exercise, to increase their own tolerance for
frustration so that they can respond more calmly to their child's behavior.
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