By Elizabeth Broadbent
“Woebot assumes neurotypicality. It expects that all brains can be retrained to cope with negative emotions using the same therapeutic model. But ADHD brains process information and emotions differently.”
Continue reading “I Fired My Therapist. It Was an AI Chatbot.”
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By Kate Moryoussef
“Recognize that you are doing the best you can each day under your circumstances. Think to yourself (perhaps as you do a calming exercise): ‘Even though I’m feeling overwhelmed, exhausted, and burned out, I’m going to send myself some love. I choose to feel calm. I choose to meet myself where I am.’”
Continue reading Rising from the Burnout: A Recovery Kit for Women with ADHD
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By Alisa Marković
“You might be thinking: What kind of sane person would watch the same three TV shows — Friends, Charmed, and Grey’s Anatomy — over and over? It’s a reasonable question that has even crossed my own mind. For me, it has just about everything to do with ADHD.”
Continue reading “I’ve Been Rewatching the Same 3 TV Shows for the Past 20 Years.”
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By Michael Thomas Kincella
“In the ongoing fight to raise much-needed awareness around ADHD, it’s vital we don’t romanticize it. Pithy expressions do little to help people with ADHD when they’re called unproductive at work or disruptive in the classroom. Instead of being cute, we should be clear.”
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By Suzanne Robertshaw
“To simulate difficulty with focus, I have teachers read a short text on a screen and try to retain key points (like names, dates, and places) without taking notes and while loud, distracting noises (traffic, children playing, birds tweeting, and so on) play. The text also disappears off and on the screen during the activity, interrupted by intermittent thought bubbles that display questions like, ‘I wonder if it’s going to rain later’ and ‘Did I remember to switch off the gas?’ Without warning, the text abruptly disappears from the screen, replaced by a series of questions about the text. The teachers then have a few minutes to answer those questions.”
Continue reading “The Simulation Exercises That Expand Educators’ Understanding of Neurodivergent Students”
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By Courtney Barber, MHC
“I wondered why my daughter’s diagnosis had been so hard to arrive at and why it had taken so long, even for me, a mom and a trauma-informed therapist with a clinical degree, to pick up on the signs. As I reviewed research on ADHD, things became clearer.”
Continue reading “What My Daughter Taught Me (a Therapist) About ADHD”
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By Alexandrea Cantwell, M. Ed, CCC, RCT
“The doom in ‘doom pile’ is actually an acronym. It stands for ‘Didn’t Organize, Only Moved’ – an experience many people with ADHD can apparently relate to when they try to organize their spaces, whether physical or virtual. Instead of things getting sorted to their rightful places, they end up in a stack along with other random, unsorted things to be organized later – or never.”
Continue reading “My Doom Piles Screamed ‘Undiagnosed ADHD’”
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By
“Most profoundly, our diagnoses have given us a lens into understanding each other’s idiosyncrasies and that something might be ‘an ADHD thing.’ For my daughter, it’s negative thoughts. For me, it’s irritation. And for my mom, it’s needing to say or act on each thought, lest she forget it right away.”
Continue reading “My ADHD Family Tree: Three Generations of Neurodivergence Revealed”
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By Meaghan Northup
“As a student with ADHD and dyslexia, I have often experienced doubt and struggled in my academic career during periods of transition, e.g., moving to a school for children with learning differences in second grade, attending a ‘regular’ high school, and then going to college. These periods are challenging for everyone, but the learning curve for individuals with learning differences and ADHD can be especially steep and intimidating. Despite my fears, I loved my first semester of college.”
Continue reading “Yes, You Really Do Belong in College”
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