Working with Children and Adolescents with ADHD
(Eligible for Skillsfuture Credit, among others)
Funding Organisations
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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 behavior disorders according to parent ratings.
While most children have difficulty sitting still, paying attention and controlling impulsive behavior from time to time, those with the behavioral 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 behavior within the home and school settings.
About the Workshop Facilitator
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 behavior management. She was also the supervisor and co-director of the team that worked with victims of trauma and youths-at-risk.
Carolyn 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 behavioral issues. She uses cognitive behavioral 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.
Carolyn has written books on mental health conditions and published articles in medical and psychological journals, magazines and newsletters. Her passion for the training and mentoring of fellow professionals in the field of child psychology and clinical practice has earned her a National Healthcare Group Teaching Award for Allied Health Educators in 2014.
Target Audience
Duration
1 day (9 am - 5 pm).
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 behavior disorders according to parent ratings.
While most children have difficulty sitting still, paying attention and controlling impulsive behavior from time to time, those with the behavioral 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 behavior within the home and school settings.
About the Workshop Facilitator
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 behavior management. She was also the supervisor and co-director of the team that worked with victims of trauma and youths-at-risk.
Carolyn 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 behavioral issues. She uses cognitive behavioral 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.
Carolyn has written books on mental health conditions and published articles in medical and psychological journals, magazines and newsletters. Her passion for the training and mentoring of fellow professionals in the field of child psychology and clinical practice has earned her a National Healthcare Group Teaching Award for Allied Health Educators in 2014.
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
1 day (9 am - 5 pm).
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
- What questions are asked during the clinical assessment?
- What tests are used to help assess ADHD? How do we interpret the results?
- 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
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