Supporting Students with ADHD
Important Note: Please note that the earlier published course date (13 Apr 2023) has been changed to 11 May 2023.
COURSE DATE
Two dates are available for your choice: 24 Aug 2023 (9 am to 5 pm) or 26 Oct 2023 (9am to 5 pm)
Course Fee & AVAILABLE FUNDING
Normal Fees: S$580
SkillsFuture Credit: Can be used to pay course fee fully or partially
NTUC UTAP: NTUC union members enjoy 50% unfunded course fee support, capped at $250 or $500 (aged 40 years old and above)
NCSS VCF Pre- Approval Funding: $240
Schools & Ministries: e-invoicing via vendor.gov
Delivery Mode
In-Person. Classroom
about the trainer
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This workshop is facilitated by Ms Carolyn Kee and Ms Serena Lim.
Carolyn Kee possesses a Master degree in Child and Adolescent Mental Health (UK), BSocSci Hons Psychology (Singapore) and a Post Graduate Diploma in Therapy (Satir). Carolyn has worked as a psychologist at the Institute of Mental Health (IMH)’s Child Guidance Clinic (CGC) for 20 years. Her work included psychological assessments, individual and group therapy, consultation to partner agencies, training and supervision of psychologists, research, public mental health education and emergency behaviour management. She was also the supervisor and co-director of the team that worked with victims of trauma and youths-at-risk. She has extensive experience treating children and adolescents who have difficulties with stress, anxiety and depression, panic attacks, eating disorder, grief, sexual identity and orientation, attention deficit hyperactivity disorder, autism spectrum disorder and behavioural issues. She uses cognitive behavioural therapy, acceptance and commitment therapy, narrative therapy, solution-focused therapy, systemic therapy and creative and expressive techniques such as therapeutic play and art in her work. Serena holds a Master degree in Applied Psychology - Education Psychology and a Bachelor degree in Psychology. She is a registered psychologist with the Singapore Psychological Society. She is also trained in the Orton-Gillingham approach to reading remediation and has more than 14 years of experience in working with children with dyslexia and other learning disorders. Serena Lim also conducts psycho-educational assessments to ascertain learning conditions such as Dyslexia and ADHD. She is also one of the co-authors of “Parenting a Child with Learning Disorders: Minding the Gaps from a Psycho-educational Perspective”. As a mother of two lovely children, she shares in the enthusiasm and perseverance of other parents and looks forward to the lifelong learning journey of parenthood. |
What Participants say
When working with students with ADHD, I learned to set routines and how to communicate with them. Also, to empower students in managing their actions. Serena and Carolyn (the trainers), thank you for your 'heart' sharing! I am very much in awe by what you do! - Year Head in a local school
All topics help me to have better understanding of my child - A Parent
What did you learn from the course? I learned (a) to understand the complexities of those struggling with ADHD that are further enhanced in adolescent years, (b) to empathise with how overwhelming yet unseen their struggles are, and (c) strategies on how we can offer support through helping them set achievable goals to build up their sense of competence - Social Service Assistant in a social service agency
Very good lession. A lot of knowledge gained. Trainers have a lot of knowledge and are well-versed in the area of the workshop - Student Care Teacher
All topics help me to have better understanding of my child - A Parent
What did you learn from the course? I learned (a) to understand the complexities of those struggling with ADHD that are further enhanced in adolescent years, (b) to empathise with how overwhelming yet unseen their struggles are, and (c) strategies on how we can offer support through helping them set achievable goals to build up their sense of competence - Social Service Assistant in a social service agency
Very good lession. A lot of knowledge gained. Trainers have a lot of knowledge and are well-versed in the area of the workshop - Student Care Teacher
Course Overview
Does your charge find it hard to follow directions, finish tasks, or keep track of his stuff? Does he daydream excessively
and make careless mistakes? Does he avoid activities requiring concentration or seem boring?
An analysis of 175 studies worldwide estimated that around 7% of children and adolescents 18 years and under have been diagnosed with Attention Deficit Hyperactivity Disorder. In Singapore, a study of 2400 children between the ages of 6 to 12 estimated that 4.9% had disruptive behaviour disorders according to parent ratings.
While most children have difficulty sitting still, paying attention and controlling impulsive behaviour from time to time, those with the behavioural condition known as Attention Deficit Hyperactivity Disorder or ADHD have so much difficulty controlling their restlessness, attention and impulsivity that it pervades many areas of their lives and has a serious impact on their studies, relationships and home life. If not identified early and treated effectively, these problems can persist into adulthood and lead to difficulties in occupational and social functioning.
Counsellors, social workers, parents and teachers are in a good position to pick up early signs of ADHD and to flag them up for early assessment and identification. With early intervention, secondary problems arising from ADHD such as low self-esteem, delinquency, substance abuse, disruption in social and family relationships and occupational failure can be alleviated.
This course is distinctively different from others of the same title: it scaffolds important ADHD information with group activities that help participants experience these information in a refreshingly clear way. For instance, beyond classroom instruction, participants will, through Facilitator-guided activities, get a glimpse of how a child with ADHD navigates his world. Participants will also learn key interventions skills, practical tips and strategies that can be immediately applied in the workplace. For instance, participants will learn how to develop a detailed behavioural program for changing behaviour within the home and school settings.
Target Audience
Duration
7 hours
Workshop Topics:
Part A: Understanding ADHD
Part B: Assessing and Diagnosing ADHD
Part C: Practical Interventions to Deal with ADHD Individuals
Activity 2: Role-play ways to validate feelings and coach the child to identify and label feelings
Part D: Systemic Issues
Activity 2: Mindfulness and self-compassion exercises
Does your charge find it hard to follow directions, finish tasks, or keep track of his stuff? Does he daydream excessively
and make careless mistakes? Does he avoid activities requiring concentration or seem boring?
An analysis of 175 studies worldwide estimated that around 7% of children and adolescents 18 years and under have been diagnosed with Attention Deficit Hyperactivity Disorder. In Singapore, a study of 2400 children between the ages of 6 to 12 estimated that 4.9% had disruptive behaviour disorders according to parent ratings.
While most children have difficulty sitting still, paying attention and controlling impulsive behaviour from time to time, those with the behavioural condition known as Attention Deficit Hyperactivity Disorder or ADHD have so much difficulty controlling their restlessness, attention and impulsivity that it pervades many areas of their lives and has a serious impact on their studies, relationships and home life. If not identified early and treated effectively, these problems can persist into adulthood and lead to difficulties in occupational and social functioning.
Counsellors, social workers, parents and teachers are in a good position to pick up early signs of ADHD and to flag them up for early assessment and identification. With early intervention, secondary problems arising from ADHD such as low self-esteem, delinquency, substance abuse, disruption in social and family relationships and occupational failure can be alleviated.
This course is distinctively different from others of the same title: it scaffolds important ADHD information with group activities that help participants experience these information in a refreshingly clear way. For instance, beyond classroom instruction, participants will, through Facilitator-guided activities, get a glimpse of how a child with ADHD navigates his world. Participants will also learn key interventions skills, practical tips and strategies that can be immediately applied in the workplace. For instance, participants will learn how to develop a detailed behavioural program for changing behaviour within the home and school settings.
Target Audience
- Social Workers, Counsellors and Psychologists working in VWOs
- Medical Social Workers working in hospitals and medical institutions
- School Personnel, such as Principals and Vice-Principals, HOD Pupil Welfare, HOD Discipline and School Counsellors
- Psychologists and Counsellors in private practice.
Duration
7 hours
Workshop Topics:
Part A: Understanding ADHD
- What is ADHD?
- What is it like being a child with ADHD?
- Myths and facts about ADHD
- Typical questions:
- Causes and risk factors relating to ADHD
- What other problems or conditions do ADHD children commonly have?
- What are the likely outcomes of children with ADHD?
Part B: Assessing and Diagnosing ADHD
- What are the signs and symptoms of ADHD and diagnostic criteria based on the American Psychiatric Association’s DSM-5
- Besides ADHD, what are other conditions that might explain the child’s learning and behavioural difficulties?
Part C: Practical Interventions to Deal with ADHD Individuals
- What do research say about what works?
- Medical intervention - why and when to use medication, side effects and outcomes, alternatives to medication
- Behavioural intervention – understanding the factors that contribute to a behavior and how to change behavior effectively
- Psychosocial intervention – teaching perspective taking, empathy, social skills, emotional management skills, and building resilience
- Educational support and accommodations
Activity 2: Role-play ways to validate feelings and coach the child to identify and label feelings
Part D: Systemic Issues
- The strain on parents and teachers
- Supporting the family: changing perceptions & expectations, resolving parenting differences & family conflict, supporting the siblings
- Supporting teachers and school personnel
- Finding meaning, being mindful and caring for oneself
- Support groups and resources for parents
Activity 2: Mindfulness and self-compassion exercises
