Loving GrADDitude Blog - ADHD Life Coaching Tips for Parents of Children with ADHD

Raising Teenagers

Teens and Group Texting

LovingGrADDitude
April 15, 2019

Maximum: 4

That’s how many friends I allow our boys to be with on a group chat.

Oh, I can hear and see all the comments on this one: She’s a bad mom…an unrealistic Mom…controlling Mom.

How about this one: Boundary Mom.

This all started one weekend a few years ago when we did a random phone check with our oldest son’s phone. Thankfully, he wasn’t on his phone to see the 300 plus text messages on a group chat (of 10) from the night before. REALLY? 300 messages? While I won’t get into the content, suffice it to say, it could have been kept between 2 of the boys, not all 10. Had he seen it there would have been immediate anxiety and stress due to the sheer volume and speed when they all came in.

This is where the boundary line comes and how we should be supporting our children in setting such distinct lines. This is what I tell my boys: Not everyone needs to be “in the know” of your personal stuff. You are not an open book. You are entitled to privacy and you should be able to distinguish who you really want to share with. Not every feeling, emotion, thought is a public service announcement. There are very few things left that we can keep private in this world, what is it that you wish to keep to yourself?

You get it: I am not a fan of group texts. I constantly ask myself what my issue is with it and it’s two-fold, really:

The constant “dinging.” Don’t we have enough noise in our lives without all of this happening too? And how incredibly distracting is this for our ADHD teens! You might say, “Well, turn your phone to silent or turn it off.” How realistic is that, though? How many of us REALLY have our phones on silent each day? Besides, if I turn my phone off, then I can’t talk to my clients and conduct my business.

On the teen front, when they get added to a group text, holy moly, the constant chirping of texts from all the participants is a non-stop chorus of unwanted music!

It’s also the informality of it. Perhaps I’m just old school. I’d much rather hear from one or two people as it’s more personal and special. I feel like this generation is not learning the skill of conversing and engaging because of group texting. And my generation is losing it. I came from the times of wrap-yourself-around-the-landline-phone cords where we talked to friends for hours (unless our neighbors were listening!). Here I am slowly succumbing to this era of technology, torn between trying to help our sons see the importance of privacy, close friends, boundaries, conversing, whilst allowing them the freedom of navigating this technological frontier.

Need help with boundaries on group texting? Here are a few words of advice:

Words of advice for group chats (whether you are 12 or 62):

If the content of the conversation doesn’t interest you or apply, leave the group text conversation.
If you don’t know all the others in the group text, leave the conversation.
If anyone asks for your picture, leave the conversation.
If there’s anyone threatening themselves or anyone on the group chat, tell your parents immediately.
Often people will say things over text that they won’t say to your face…meaning name calling, bullying, gossiping, etc. If that is negatively affecting you, leave the conversation.
Keep feelings and thoughts private and have enough confidence and respect for yourself not to share with everyone.
Ask yourself — Do you really need to keep up with all these friends’ affairs? Isn’t that exhausting? Use discernment on who and what you wish to care and know about – chances are it’s only a few chosen friends.
Don’t be ashamed to leave the conversation. Be bold, be confident. Who knows, there may be someone else on the chat who is feeling the same way.
Keep your group chat to small number of people in the conversation. Less is always more.
Think about how you might be affecting someone else on the chat by your comments and participation.
Don’t chime in and lose yourself and text something that is outside your character just because you get drawn into the conversation. Nothing good comes out of compromised values.
Remember, what you say on text, stays on texts. It cannot be taken back. AND it can be easily shared.

Think about it like this: if all the “friends” on the text conversation were physically around you face-to-face, what would you say, how would you act and would you even participate in the conversation? Your behavior on group texting should mimic a face-to-face interaction.

With much GrADDitude, (and hopefully less “dinging and chirping”)

Kelly

Raising Teenagers

Social Media, Anxiety and Teen Identity

LovingGrADDitude
April 5, 2019

How much do you think social media contributes to the formation of identity in our teens?

During the middle and high school years, teens are on the one-way highway to self-discovery. Self-identity, trying to figure out their place in social circles and friend groups, who they are and what they want to do, coupled with hormones…the teen years are one of the most challenging, yet awesome times in their lives.

As parents, we get to walk alongside them and see them sprout! Each day is an opportunity to discover something; each experience a new growth opportunity. When you’ve reached this phase in parenting, it’s truly as amazing as those first few years when they learned to sit up, crawl, walk and talk.

On the other side, we also get to witness the not so fun side and the stressful and potentially damaging reality from where they perceive and develop their self-worth: through the screen of their device.

The amount of time teens spend on screens is utterly staggering. The amount of time preparing and agonizing over the perfect post and then anticipating and processing the responses is equally shocking. And it’s all causing incredible levels of anxiety in our teens, especially those with ADHD.

What is causing the anxiety?

It’s the pressure of posting the right picture or text so they get over 100 likes…because anything else is not socially acceptable. It’s the time spent and number of pictures taken before they find the “right one” that will fill their self-esteem tank. And it’s the agony of knowing they may be tagged in a post that is not so flattering, yet is out there…out of their control. And it’s also that feeling of missing out when they see a post about an event they weren’t invited to but many friends are at.

Then there’s the increasing need for instant and constant gratification. The amount of time it takes for Instagram and Snapchat to post, share and update does little to help our teens refrain and use self-control. They are constantly on their device with anxious anticipation watching the number of likes increase with each refresh. Our teens are literally glued to their phones to secure their self-worth, rarely finding it out in the world.

While there may be a ton of validation for all those with great and seemingly “perfect” pictures boosting that teen into sudden popularity and a feeling of success and acceptance, there is another group of teens suffering anxiety and depression because of them. A post can trigger a ton of self-doubt and negative self-talk creating angst in their emotional state. One comment can make the difference in a teen’s ability to engage in groups or become reclusive and secluded. That’s the power (good and bad) of social media.

What can we do as parents?

Social media is here to stay – no one is denying that. As parents, we need to be extra diligent in connecting with our teens. Teens need a safe, nonjudgmental environment to share and express themselves. Sometimes they don’t need answers, they just need to be heard and listened to. By asking the appropriate questions, we can partner with them, listen to them and help them think through these pressing social situations which create anxiety and enter adulthood with a healthy sense of self.

Click here to get a list of questions to help engage with your teens to ensure you have a pulse on their emotional well being and to keep the anxiety in check. Download it and keep it handy!

With Much GrADDitude,
Kelly

OWN Your ADHD

Cut the Cord, Parents!

LovingGrADDitude
March 25, 2019

When our oldest son began 6th grade, over the course of many conversations varying in topic, I began to share with him that it was time to start speaking for himself at school.

Meaning: less of me and much more of him.

I felt like it was a conversation that required a loud booming voice over saying, “You are now leaving the little kid zone where parents and teachers speak for you. You, my son, can now activate your own voice! Welcome to Middle School!”

At this age, your teen must start developing self-advocacy. While I know this skill is years in the making, the conversation needs to begin in Middle School, so Parents, it’s time to cut the cord – yes, it really is…it’s time. You can do it!

The one main reason why students need to understand their ADHD and advocate for themselves: COLLEGE. I recently attended a local meeting where the speaker was the local Learning Disability Director from a community college. She shared how college students with LDs want to “do it on their own” but fail classes because they are not communicating their needs with their teachers. Sound familiar?

When your child has ADHD and is college bound, here are some examples of how they must OWN their ADHD:

They have to know when to schedule their classes based on their medication and when it is most effective, or when their brain is most tuned in
They have to be able to explain why they need a separate testing room
They may need to explain why they need study guides and notes in advance
They need to know what helps in class – if they need earbuds to stay focused in the classroom, or extra time on tests.
And most importantly, they need to know how to communicate all these things in a way that their needs will be met

All of these accommodations are very typical in secondary education, and so are the parents who are communicating with the teachers and the school.

But this is NOT so in post secondary! Post Secondary education is all about the student…if they don’t speak up and OWN their ADHD and advocate, they will not be successful.

Parents, it’s time to cut the cord…sorry not sorry! It is. Start letting go of being the conduit between your teen and the school. In a few years, you will not be there for them to ask, so they need to start thinking independently for themselves. Challenge them to do this! How?

One easy way — When your teen has questions on homework and projects, don’t be the first to jump in and tell them what to do and give them the solutions – who is that helping??? Allow them to figure it out and ask them what they need to do to find the answers. Who do they need to contact and how do they plan on doing this? This may entail going to help sessions (managing their time after school), meeting teachers during lunch (managing their time in school), asking to talk to teachers after a class (face to face conversation in school). This teaches them to think for themselves and be 3 steps ahead. It’s helping them plan; to realize when/where they need help, to be proactive, to be responsible.

Remember our main goal: Understanding, Owning and Succeeding with their ADHD.

With much GrADDitude,

Kelly

Teens and ADHD

Out of Left Field

LovingGrADDitude
March 15, 2019

I’m going to share a story, one I know you all can relate to.

How many times have you been in this situation: You’re in a conversation with your teen about the after school schedule, or you’re sharing something that happened to you or you’re letting them know what needs to be done for the day (i.e. chores)…a conversation where their attention must be had, and, out of left field, comes this comment: “Mom, I drafted Antonio Brown on Madden and he scored 2 touchdowns and helped me beat the Eagles!”

WHHAAAATTTT? Are you kidding me???? Did you not hear anything I just said? Where did that come from????? Why did you interrupt me?

This is so typical for those with ADHD. It is normal. It is impulsive. It is lacking self-control. Some may even consider it rude. It’s what’s on their mind because something is important to them. In this case, it was Madden.

BUT, as I’m always striving to see the positives in ADHD and help my son become better at managing it and how he presents himself to others, here’s my interpretation: it’s also his way of connecting to me and wanting me to have an interest in his “world” or, in this particular conversation, Madden. It’s also what’s on his mind. He doesn’t want to forget to tell me right then and there, so, it gets blurted out. He is sharing. He is present. He also has my attention.

After we spend time (not too much, mind you!) talking about his team, I circle back to the “What were we talking about before Madden?” I then ask him to repeat the conversation. And guess what? He repeats it…every time…word for word.

So, what to do when the comments and words just come tumbling out that are completely irrelevant to the conversation at hand? Two things:

Go with it!

I acknowledge how happy he must have been to have Antonio Brown score for him. If we get more into Madden for a couple minutes, then we get more into Madden for a couple minutes – what’s the big deal? No harm no foul! I’m engaged with my son the way he needs me to be. I’m asking the same of him, am I not?

I can’t stress enough how important it is to acknowledge what our children share with us. While I have absolutely no interest in Madden, that’s not the point. My son does. I don’t need to be an expert in it to engage and react and acknowledge. Those little acts of listening and commenting go further than you realize. You are teaching your child to react, respond, engage, validate and acknowledge when someone shares something with them. That, my friends, is the big picture in ALL of this.

Remember it is also a teachable moment.

I remind him and ask him, “When in the conversation would have been a better time to share what was on your mind?” He knows he interrupted, but he still (and will for a LONG time) works on his impulse control blurting out thoughts. While it’s always a very fine line of not making him feel bad about when he shared, it is also crucial for him to understand that while our home is a safe place to blurt things out and be impulsive, the world may not (most likely will not!) react the same way.

As parents, we prepare our children for what’s out there – the good, the bad, and the ugly. In some social situations, he could really get his feelings hurt and be seen as annoying or rude for interrupting. Chances are, that’s already happened to him. So I am always roleplaying, if I may, so he can understand how that conversation would have played out differently with someone else.

One of my favorite hashtags is #trainthemup. We must train up our children for the world. The best ways to do that is when moments like these happen in your home – teachable, trainable moments – our teens are never too old to learn the ways of the world! Walk through the scenario and explain how they will be perceived and how they respond to that. My son is sweet, kind and gentle and if he thought someone thought of him as rude that would be so hurtful to him. However, he needs to understand how his lack of self-control in that situation could present himself as such.

Self-control and impulsivity will always be a struggle and challenge for our loved ones with ADHD. Why? Because, as I call it, there’s always a “tab open”. There is always something on their mind that needs to be said, shared and communicated, and yes, blurted out at the appropriate time, so it’s not forgotten! So, indulge them, but help them to indulge at the proper time in the conversation! Give them a minute to talk about whatever was irrelevant to your topic, but so important in their world that they just couldn’t wait to share it with you!

Remember, friends, what is our ultimate goal? For our loved ones to understand how ADHD affects their lives, own their ADHD and succeed with ADHD!

With Much GrADDitude,

Kelly

Raising Teenagers

Intervention for School Success: Overcoming the Mid-Year Slump

LovingGrADDitude
March 5, 2019

I’ve got to step up and live out what I coach. While the whole Middle School “concept” is to allow our children to become independent, do the work on their own, advocate for themselves, etc., this concept in our home is slowly unwinding. While I want to honor the school’s desires and encourage my son’s sense of responsibility, we are halfway through the school year and I can see the slow demise of his academic interest. Not sure if it’s coming off the much needed Christmas season or the halfway mark where it seems the school year is never ending, or just simply, the winter blahs (yes, I believe there is such a thing and I don’t even live in the North anymore!), but something is happening. If I don’t get a hold of it, all academic progress and success are about to unravel in record speed!

Oblige me, please, as I’m going to coach myself here for a minute… “Knowing what I know about ADHD and homework/after school life, what is happening to my son?”

Quite simply: there’s too much information, too many places to get it and no idea where to begin or how to decipher all the work.

So it is time for intervention. I refuse to allow our son to dwindle away academically and tow the line of grades. Our parenting style is such that we do not put pressure on grades. We expect effort, work ethic, attitude, responsibility and accountability – character traits that can be taught and modeled. Grades will come with the traits.

We need a reset on homework. And no, this doesn’t mean I’m going to be doing it with him every day. I’ll be the first to admit, it makes the after school hours so much easier for us when our children come home and handle their work…when we are hands off, right? Well, that’s all fine and good, until it’s not. This is the part where we cannot allow our children to fail because we as parents get lazy. Yes, I’ve said it. I’m guilty. I’ve been riding the easy train for a while now and it’s slowly veering off course.

So, how am I going to get this train on the right path?

Quite simply: We’re having a meeting. In it, we will discuss what’s been working, what hasn’t been working. This can be broken down to environment (where is the best place for him to work), tools (making sure he has what he needs at his fingertips including paper, ipad, pencils, notebooks, graph paper), timing (when is he at his best to complete his work), resources (where is he finding what he needs), distractions (what’s getting in his way?), etc. It’s time to find out where the obstacles are. Here’s a breakdown of what I am referring to:

We will discuss the processes of homework:

What will he need before he even sits down? What needs to be printed out? Where can he find the work, notes, labs, study guides, resources, etc? Does he have the paper, the pencils, erasers, ipad, notebook, study guide, labs, etc.?
What part of his homework would he like to do first? Would he like to get the subjects he enjoys out of the way, or do the “not so fun stuff” first?

Many times, people with ADHD start right in the midst of things without having all they need to begin, so very little gets accomplished.

We will discuss planning:

What are his plans when he walks in the door after school? When will he begin? When will he end? When are the breaks? How will he keep track of his time?

All of this will help his executive functioning skills of planning, time management and working memory. We are striving to get our teens to think 3 steps ahead, not just be in the moment. By planning out the remainder of his evening, this allows him to think forward and figure out how he can best use his strengths.

Finally, we will discuss the nitty gritty of the homework – the actual “work” of it:

This is where it’s important for us to remember that our presence is needed. While I’m not “doing” the homework, I am in his presence and close to him physically. I know sitting at the same table or even close by in the same room works for my son. I could be writing my blog or responding to emails, (or cooking dinner!) but just being there with him helps.

I also know speaking out loud helps him too…meaning if he has a question on a homework problem, sometimes hearing me read it out loud helps him understand it better than reading it to himself. Or, when I sit close to him he tends to read his problems and answers out loud which allows him to catch the run on sentences, the misspellings of words. When he hears his written words, he understands where the errors are. Be it in English, Science or History… read it to them or have them read it out loud to you (or to your pets!). Hearing it makes the difference!

So there you have it. I’m off my lazy track, the intervention is complete. All is well and we are back on the straight and narrow of accountability!

With Much GrADDitude,

Kelly

Teens and ADHD

The New Normal

LovingGrADDitude
February 25, 2019

When I asked my son if he knew how ADHD was impacting his life, he said, “Mom, I don’t know anything different. I’m the normal one. Maybe you’re not.”

I looked at him, smiled, laughed and agreed with him. He’s right. In each of our minds, we are all normal.

What is normal anyway?

Raising Teenagers

Just Because You Can, Doesn’t Mean You Should

LovingGrADDitude
February 15, 2019

I find myself saying this to our sons more than I’d like to admit. In our world of DM’ing, Snapchat, IG, FB, Twitter (likes, impressions, reactions, live feeds, stories, etc.), Amazon Prime (same day shipping and delivery), the world of instant gratification is contributing to our challenge of modeling patience, self control, and restraint to our children. These character traits are crucial to their success in all areas of life.

Just because we can order something on Amazon and get it before anyone else does, or just because we can drive to the nearest Game Stop, sporting goods store or Target and get that so call “needed” game or equipment, doesn’t mean we drop it all and acquiesce just because we can.

Add in the ADHD element where self control is always a struggle and you have a well mixed cocktail of impulsivity, hyper focusing (not letting go of wanting something so badly), and needing that instant gratification to fill a supposed need that all of a sudden exists!

If our children get envious or jealous of their friends because they have something they don’t – what a great learning opportunity!

We should be teaching our children to be happy for others when they have things we don’t. We aren’t raising selfish, entitled children, are we? We want to raise selfLESS children who are confident in themselves to have the ability to be joyful for others.

In our home, we strive to raise Kingdom Kids with Kingdom character. Selfless, grateful, joyful, patient, kind, unassuming, unentitled, humble, young men. We are a work in progress, both as adults as well as parents. Some days we hit the mark and other days we fall well below it! I am grateful for grace! Ultimately, we strive to model these “fruits of the Spirit”, if I may.

Having constraint with the worldly items and allowing our children to see that we can say, “No” to something allows them the confidence to see that it doesn’t rule our lives and we have control over it.

Remember, we want our children to learn control of their world and what “reigns” in their life and that it’s OK to say “No” to things, people and events.

What do you think?

Raising Teenagers

Don’t Underestimate the Power of Your Words

LovingGrADDitude
January 31, 2019

If your child rated you on a scale of 1 to 10 with 10 being awesome and 1 being poor, how would they rate you on being an encouraging parent?

Let me preface this, friends, this blog is not about making you feel bad. It’s about bringing awareness to a very common parenting habit that I was very guilty of before we had our son diagnosed.

I wasn’t even aware of how I was communicating with our son until after I studied ADHD. I have changed my language with our son and it’s made a world of difference in his attitude, demeanor, participation, accountability and his confidence.

It’s no secret our loved ones with ADHD hear so much more negativity in a day, week, month and year, than all of us neurotypicals. After years of taking things away, saying “no”, “not right now”, “that’s not going to work”…all the nos and nots add up to, what I call the “Mountain of Negativity.” Yes, the one I built around my son for so long.

Don’t get me wrong, there are times when “no” is needed, but I decided it absolutely would not and will not be the default word in our home. And here’s why: for those with ADHD, you cannot, and I repeat, CANNOT encourage, commend, acknowledge and praise enough. Do not fret of a future cocky teen with ADHD with so many accolades. That’s not happening. I don’t think it’s in their DNA, honestly! We want to raise confident teens who know their strengths!

Let’s talk about our words and the power they hold in our lives. I’m sure you’ve heard these various quotes:

“Change your language, change your life.”

“Words can start and stop wars.”

“You can change the course of your life with the words you use.”

“Words can inspire and words can destroy.”

Don’t ever underestimate the power of our words. What we say to our ADHD child REALLY matters. Why? Because they are hypersensitive, take things very personally and can internalize everything which manifests itself in various forms of meltdowns, negative self-image, depression and lack of motivation.

How have I decreased my negative responses to the multitudes of questions throughout our daily lives? It has taken a lot of practice, discipline and creativity!! I use phrases such as, “ As long as…” “As soon as…” “What are some other options?” “Let’s see about another time.” “Let me think on that one.”

EXAMPLE 1: When my teen comes home after school and asks if he can have time on his electronics. The conversation goes something like this:

ME: “What all needs to happen before I would consider this?”

SON: “Homework, shower, backpack ready and my chores.”

ME: “I will allow 30 minutes of electronics as soon as your responsibilities are done.”

By using this phrase – as soon as – you are allowing your teen to manage their time and responsibilities, as well as getting his “ask”. We all win.

EXAMPLE 2: My teen is invited to a party with 30 kids from his grade. I’ve never met the kid or the parents before, so I’m not too comfortable with this, but want to allow him to attend. So, I respond: “As long as you can confirm both parents will be there the whole time, I’ll allow you to attend the party.”

When kids ask for something that involves a potential tempting situation, be it social or even being able to manage their electronics, I’ve used this phrase, “I’ll allow ‘it’ as long as ‘it’ doesn’t become a problem.”

We then get into a discussion when I ask, “What are the potential problems that could occur?” When you open up the conversation without shutting it down (like I used to), you are allowing your teen to have control of their actions, think a few steps ahead (yes, that’s important for our ADHD teens!) and be aware of the consequences if something does become a problem. They will know what to expect. Chances are, it won’t become a problem.

Another really powerful language change I’ve made is much simpler to implement and extremely impactful. I started making positive comments when I notice everyday actions. One comment or so a day makes a world of difference. Here are some examples:

“Thank you for not having me ask you twice to take the garbage out.”

“Thank you for closing the garage door.”

“I noticed how you came down for dinner on time.”

“I loved how you handled the change of plans, I know that wasn’t easy for you.”

“Nice job getting ready for school today.”

“You put the dishes away so nice and orderly.”

“I really like your manners. Thank you for using them.”

“I liked how you made eye contact.”

“I love your sportsmanship.”

“Look how nice your handwriting is!”

“I love how you share about your Fantasy Football team.”

“You rocked putting your laundry away.”

“Thank you for turning off the lights in the room.”

You get the point. Now you might think all these comments sound trivial…I assure you, they are not. By acknowledging all the small stuff, it changes all the big stuff.

Remember, we need to be encouragers to our loved ones with ADHD. Our words are how we do this. The small things matter. It doesn’t take much to change an attitude or behavior – change your language and change a life.

Are you ready to change your words and language?

Teens and ADHD

What’s Your Position?

LovingGrADDitude
January 25, 2019

Before my son headed off to his basketball game the other day, I encouraged him to be a bit more aggressive and take the ball up the court and make plays versus handing it off as soon as he had possession. I know he has the capability of taking and making baskets (which is what I think he should be doing…silly me).

He said, “Mom, my position is power forward, I get rebounds – I’m right where I’m supposed to be.”

I realized I was wanting something different for my son than what he was intended for.

Can you relate? I want him to make 3’s but his strength is rebounding.

It’s not always about making the score, is it?

Raising Teenagers

Front Seat Fights with your Teens

LovingGrADDitude
January 15, 2019
ADHD, Parenting teens with ADHD, Teens and ADHD

“I call Shot Gun!”

How many times a day/week do you hear this? Countless, right? Tired of it?

Use this technique and you will most assuredly have one less battle, one less nagging teen (yes I said nagging) on your hands. It makes for a MUCH more peaceful entrance to the garage, driveway and car…AND, even better, your teenagers manage it. We implemented this when both our boys were able to sit in the front seat and we have never had arguments about the front seat…ever.

Here you go: each child has one week in the front seat…then they switch the following week. The week begins on Sunday. IF they happen to forget their week or fight about it (this has not happened with our boys), they both are in the back.

Enjoy the peace!

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So helpful! I always dread telling my son about a change in plans. Excellent approach.

GrADDitude Corner

Maximum: 4

That’s how many friends I allow our boys to be with on a group chat.

Oh, I can hear and see all the comments on this one: She’s a bad mom…an unrealistic Mom…controlling Mom.

How about this one: Boundary Mom.

You get it: I am not a fan of group texts. I constantly ask myself what my issue is with it and it’s two-fold, really:

On the teen front, when they get added to a group text, holy moly, the constant chirping of texts from all the participants is a non-stop chorus of unwanted music!

Need help with boundaries on group texting? Here are a few words of advice:

Words of advice for group chats (whether you are 12 or 62):

If the content of the conversation doesn’t interest you or apply, leave the group text conversation.

If you don’t know all the others in the group text, leave the conversation.

If anyone asks for your picture, leave the conversation.

If there’s anyone threatening themselves or anyone on the group chat, tell your parents immediately.

Often people will say things over text that they won’t say to your face…meaning name calling, bullying, gossiping, etc. If that is negatively affecting you, leave the conversation.

Keep feelings and thoughts private and have enough confidence and respect for yourself not to share with everyone.

Ask yourself — Do you really need to keep up with all these friends’ affairs? Isn’t that exhausting? Use discernment on who and what you wish to care and know about – chances are it’s only a few chosen friends.

Don’t be ashamed to leave the conversation. Be bold, be confident. Who knows, there may be someone else on the chat who is feeling the same way.

Keep your group chat to small number of people in the conversation. Less is always more.

Think about how you might be affecting someone else on the chat by your comments and participation.

Don’t chime in and lose yourself and text something that is outside your character just because you get drawn into the conversation. Nothing good comes out of compromised values.

Remember, what you say on text, stays on texts. It cannot be taken back. AND it can be easily shared.

Think about it like this: if all the “friends” on the text conversation were physically around you face-to-face, what would you say, how would you act and would you even participate in the conversation? Your behavior on group texting should mimic a face-to-face interaction.

With much GrADDitude, (and hopefully less “dinging and chirping”)

Kelly

How much do you think social media contributes to the formation of identity in our teens?

On the other side, we also get to witness the not so fun side and the stressful and potentially damaging reality from where they perceive and develop their self-worth: through the screen of their device.

The amount of time teens spend on screens is utterly staggering. The amount of time preparing and agonizing over the perfect post and then anticipating and processing the responses is equally shocking. And it’s all causing incredible levels of anxiety in our teens, especially those with ADHD.

What is causing the anxiety?

What can we do as parents?

Click here to get a list of questions to help engage with your teens to ensure you have a pulse on their emotional well being and to keep the anxiety in check. Download it and keep it handy!

When our oldest son began 6th grade, over the course of many conversations varying in topic, I began to share with him that it was time to start speaking for himself at school.

Meaning: less of me and much more of him.

I felt like it was a conversation that required a loud booming voice over saying, “You are now leaving the little kid zone where parents and teachers speak for you. You, my son, can now activate your own voice! Welcome to Middle School!”

At this age, your teen must start developing self-advocacy. While I know this skill is years in the making, the conversation needs to begin in Middle School, so Parents, it’s time to cut the cord – yes, it really is…it’s time. You can do it!

When your child has ADHD and is college bound, here are some examples of how they must OWN their ADHD:

They have to know when to schedule their classes based on their medication and when it is most effective, or when their brain is most tuned in

They have to be able to explain why they need a separate testing room

They may need to explain why they need study guides and notes in advance

They need to know what helps in class – if they need earbuds to stay focused in the classroom, or extra time on tests.

And most importantly, they need to know how to communicate all these things in a way that their needs will be met

All of these accommodations are very typical in secondary education, and so are the parents who are communicating with the teachers and the school.

But this is NOT so in post secondary! Post Secondary education is all about the student…if they don’t speak up and OWN their ADHD and advocate, they will not be successful.

Parents, it’s time to cut the cord…sorry not sorry! It is. Start letting go of being the conduit between your teen and the school. In a few years, you will not be there for them to ask, so they need to start thinking independently for themselves. Challenge them to do this! How?

Remember our main goal: Understanding, Owning and Succeeding with their ADHD.

With much GrADDitude,

Kelly

I’m going to share a story, one I know you all can relate to.

WHHAAAATTTT? Are you kidding me???? Did you not hear anything I just said? Where did that come from????? Why did you interrupt me?

This is so typical for those with ADHD. It is normal. It is impulsive. It is lacking self-control. Some may even consider it rude. It’s what’s on their mind because something is important to them. In this case, it was Madden.

After we spend time (not too much, mind you!) talking about his team, I circle back to the “What were we talking about before Madden?” I then ask him to repeat the conversation. And guess what? He repeats it…every time…word for word.

So, what to do when the comments and words just come tumbling out that are completely irrelevant to the conversation at hand? Two things:

Go with it!

Remember it is also a teachable moment.

Remember, friends, what is our ultimate goal? For our loved ones to understand how ADHD affects their lives, own their ADHD and succeed with ADHD!

With Much GrADDitude,

Kelly

Oblige me, please, as I’m going to coach myself here for a minute… “Knowing what I know about ADHD and homework/after school life, what is happening to my son?”

Quite simply: there’s too much information, too many places to get it and no idea where to begin or how to decipher all the work.

So, how am I going to get this train on the right path?

We will discuss the processes of homework:

What will he need before he even sits down? What needs to be printed out? Where can he find the work, notes, labs, study guides, resources, etc? Does he have the paper, the pencils, erasers, ipad, notebook, study guide, labs, etc.?

What part of his homework would he like to do first? Would he like to get the subjects he enjoys out of the way, or do the “not so fun stuff” first?

Many times, people with ADHD start right in the midst of things without having all they need to begin, so very little gets accomplished.

We will discuss planning:

What are his plans when he walks in the door after school? When will he begin? When will he end? When are the breaks? How will he keep track of his time?

Finally, we will discuss the nitty gritty of the homework – the actual “work” of it:

So there you have it. I’m off my lazy track, the intervention is complete. All is well and we are back on the straight and narrow of accountability!

With Much GrADDitude,

Kelly

When I asked my son if he knew how ADHD was impacting his life, he said, “Mom, I don’t know anything different. I’m the normal one. Maybe you’re not.”

I looked at him, smiled, laughed and agreed with him. He’s right. In each of our minds, we are all normal.

What is normal anyway?

Just because we can order something on Amazon and get it before anyone else does, or just because we can drive to the nearest Game Stop, sporting goods store or Target and get that so call “needed” game or equipment, doesn’t mean we drop it all and acquiesce just because we can.

Add in the ADHD element where self control is always a struggle and you have a well mixed cocktail of impulsivity, hyper focusing (not letting go of wanting something so badly), and needing that instant gratification to fill a supposed need that all of a sudden exists!

If our children get envious or jealous of their friends because they have something they don’t – what a great learning opportunity!

We should be teaching our children to be happy for others when they have things we don’t. We aren’t raising selfish, entitled children, are we? We want to raise selfLESS children who are confident in themselves to have the ability to be joyful for others.

Having constraint with the worldly items and allowing our children to see that we can say, “No” to something allows them the confidence to see that it doesn’t rule our lives and we have control over it.

Remember, we want our children to learn control of their world and what “reigns” in their life and that it’s OK to say “No” to things, people and events.

What do you think?

If your child rated you on a scale of 1 to 10 with 10 being awesome and 1 being poor, how would they rate you on being an encouraging parent?