Month: April 2024

If you have been diagnosed with ADHD, you have a problem with attention. You might have issues with attention that affect your everyday life.

If you do, read on:)

But what is attention, and what aspects of attention might we select? If we have different aspects of attention, can we approach the deficit in a particular way that adjusts it to an individual?

We have four aspects of attention.

Selective aspect of attention, i.e. the ability to focus on one thing at a time.

Divided aspect of attention, i.e. the ability to do two things simultaneously.

Shifting aspect of attention, i.e. the ability to swap between different sources of stimulation.

Sustained aspect of attention, i.e. the ability to maintain concentration.

If we follow this logic, we can imagine a perfect person who can select the essential stimuli from the environment and concentrate on a few simultaneously, comfortably shifting the attention between them and sustaining the efforts for unlimited periods.

This kind of person does not exist. Most of us fail in one or more aspects of attention.

We cannot select the things we want or must concentrate on. For example, we do not see the details, miss lines when we read, and get distracted by random noises or flashes of lights. We can even be distracted by our internal physiological processes or thoughts—rumbling belly, ringing in the ears, clothes tag.

Some of us are unable to divide our attention between tasks. We cannot listen to someone and look at their facial expressions, cook and watch TV simultaneously, or shop and pay attention to children.

Others cannot easily shift attention. Have you ever read a great book that you were immersed in and interrupted by someone and found the enormous anger building as fast as the national debt? Have you ever started a task but never finished it because it is challenging to shift your attention back to it?

Finally, we are unable to sustain attention for respectable periods. For example, we start daydreaming when someone talks too long. We do not know what we just read or watched. And so on.

Which aspect of attention do you have an issue with, and how to improve it?

Please answer some questions to discover the characteristics of your inattention ( adapted from DSM-IV Checklist of Symptoms for Client).

To each question, you can answer: never, sometimes or often.

In the past six months:

1. Did you fail to pay attention to details or make careless mistakes in studying, work or other activities?
2. Had difficulty sustaining attention in tasks or leisure activities?
3. Have you not seemed to listen when spoken to directly?
4. Did not follow instructions and finish studies, chores or duties in the workplace (not due to oppositional behaviour or failure to understand instructions?)
5. Had difficulty organising tasks and activities?
6. Did you avoid, dislike, or be reluctant to engage in tasks that require sustained mental effort (e.g., studying, homework, leisure activities)?
7. Have you lost things necessary for tasks or activities (e.g. pens, books, tools, study papers)?
8. Were you easily distracted by outside events and stimuli?
9. Were you forgetful in daily activities?
10. Have you fidgeted with your hands or feet or squirmed in the seat?
11. Have you left your seat in situations where remaining seated is expected (e.g. in classes, church, movies)?
12. Have you experienced feelings of restlessness, especially in situations where it is inappropriate?
13. Have you had difficulty engaging in leisure tasks quietly?
14. Have you blurted out answers before questions have been completed?
15. Have you had difficulty waiting your turn?

What areas of attention do you have the most deficits in?

For free consultation, please call: 07930826923

If you are thinking about seeking a diagnosis or have already received one and you are experiencing a complex set of feelings, read on.

Equally, knowing what your dear one is going through might help manage your relationship if you are a partner or a friend of someone in this situation.

Being diagnosed with ADHD, autism, or dyslexia in adulthood begins the process of acceptance that might be compared to the feelings we have when we grieve the death of someone close.

According to Susan Young, a therapist who designs programs helping people with ADHD, this process can be described in six stages:

initial relief and elation, confusion and emotional turmoil, anger, sadness and grief, and eventually accommodation and acceptance.

Initial relief and elation.

Most neurodivergent people admit persistent feelings of “not fitting in” throughout their lives. They usually describe it as being on the outside. They also feel like they have to do more work than others or that they cannot understand why the things that are so easy for their peers are impossible for them.

At some point, they start to blame themselves for their limitations without visible reasons. They become convinced that they are lazy, dumb, and odd.

Getting a diagnosis, especially at the beginning, removes the stigma of being weird, sick, or complicated. A person who receives a diagnosis finds that the odd things they do are typical for a specific condition. Moreover, many more people struggle similarly, and many books, podcasts, apps, and professionals are willing to help manage the condition. They are convinced they can change and live a better life.

Confusion and emotional turmoil.

After some time, a person who received a diagnosis starts to ask uncomfortable questions.

The whole structure of identity is scrutinised and analysed. People might ponder how much of their identity is due to their condition. The realisation sinks in that they have been masking throughout their lives. Now, when they are allowed to be “themselves”, who are they supposed to be?

Often, diagnosis is being questioned. Maybe the person who did the assessment made a mistake, and they are just quirky, artistic, or energetic. If they accept the diagnosis, they might be unsure how to deal with the condition. Do they need medication, therapy, or coaching? Should they tell their employer about the diagnosis? Will that change people’s approach towards them? Will they be able to enter into a successful relationship in the future? Will prospective partners be discouraged by the existence of the diagnosis?

Anger.

Anger appears when a diagnosed person thinks about all the times parents, teachers, doctors, and partners let them down. Why did no one notice? Why did they not act earlier? Why did they not pay attention? If they did, the past might have been different. Interventions might have been implemented, and better academic levels would have been achieved. Fewer issues with social interaction would lead to a fuller personal life. Some romantic relationships would be saved. Maybe a person would earn more, have no criminal convictions and have a stable family life.

Defenelty person was let down, and as a result, they did not reach their full potential. Now, it might be too late.

Sadness and grief.

It is impossible to change the past. The present might be discouraging. Suddenly, a person loses motivation and interest. They do not want to try treatments or apps, read books, or talk about their diagnosis. Dealing with everyday life is unbearable. There might be an adverse reaction to medication. Introduced strategies do not work. The person loses momentum. The realisation settles in that there will always be differences; there are some things you cannot change, and you have to face your limitations. Facing limitations hurts.

Accommodation and acceptance.

The person accepts the diagnosis and all its limitations. They develop realistic expectations regarding interventions and therapy. The person works with the challenges and celebrates limitations. The person let go of what could have been.

People who have been diagnosed or are seeking a diagnosis need support and an emphatic understanding of each stage of the acceptance process. Before introducing interventions, it is advisable to process feelings and express thoughts. Often, diagnosis is just the beginning of the journey.

This entry is not about developing and maintaining habits. It will give you some ideas if you need help with executive function, especially starting tasks, switching, stopping, and starting again. My ADHD clients tested many methods, and the most effective seem to be the ones mentioned.

1.      Control environment: when you have ADHD, your environment is the source of distractions. Control your environment. If you work from home, the room should be the plainest, the calmest area in the house. If you work from the office, try to work away from your colleagues, ask to switch desks, and use the conference rooms or spare rooms. Book rooms that you might have access to. There is a divided opinion about working next to the window. Some clients find it relaxing, and others find it too distracting.

2.      Gain overlook: Consider everything you need to do before starting a task. This is like seeing the task from a bird’ s-eye view. If you have ADHD, you like to know where to start and what to do next. You probably feel overwhelmed because you do not know what to do next. The overview should also be in the visual form of a spider diagram or mind map since you will probably add to it while working.

3.      Divide the task into small parts. This is ultimately connected with overseeing things. You can divide the tasks into smaller parts when you know what to do. If you still feel anxious about the task, divide until the subtask is no longer scary.

For example, writing an essay might be divided into brainstorming the topic, literature review, planning parts of the essay and writing. Brainstorming might be divided into finding alternative answers to the essay question. Finding alternative ideas might be divided into finding the pros and cons of the answer.

4. Plan. Plan the execution of subtasks into a weekly schedule.

We can say many things about planning, but the most important thing is to be realistic. No, you cannot work three hours straight or concentrate indefinitely on tedious tasks. You must switch tasks, eat, exercise, meet friends, and sleep.

Every subtask you decide on has to be written into the plan. Plans work best if they are in visual form in your working area but not in front of you. The whiteboards placed behind your chair would work wonders.

5. Delegate: The tasks you cannot delegate to someone else. If you know you must write ten thousand words or develop a marketing strategy, and you cannot clean your flat, delegate it to someone else.

6.   Take breaks: Take breaks at regular intervals. The break should be disconnected from your work area and the topic you work on. During breaks, you need to move, go out, and leave your working area, office, or home. Do not trip yourself by going on Instagram, Ticktock or websites about Roman Imperium. You can go for a walk.

7. Keep visual contact with deadlines: the Post-it method. Deadlines not imposed by outside authorities will not work. On the other hand, understanding time might trip your efforts. You need a visual representation of the time you have. So, for example, on the wall somewhere in your room, you can stick Post-its. Green for every day you have left, yellow for the available hours. Take the Post-its off the wall daily to represent the time passing.

8. Count yourself in.

5-4-3-2-1 method. Thanks to @MelRobbins, we have a perfect tool for activating your prefrontal cortex. You can count yourself down in your head to start actual work: “I will begin writing in 5-4-3-2-1”. Of course, you can give yourself a longer countdown.

9. Expect failure and be prepared to regroup.

Yes, you will fail to stick to your plan, but it is good to have a detailed plan to return to and put into a weekly schedule again. It is not your fault; it is how your brain works. Dust yourself, regroup, plan again, and keep going. You can do it!

While working with ADHD clients, sooner or later, I hit the same roadblock, which is the most challenging obstacle to work with.

Clients feel despair when talking about it. They crumble under the pressure of expectations paired with genuine inability. They would like to avoid working with the issue at any cost; however, they can achieve changes in their lives only once they improve it.

It is challenging because working on this deficit activates deep discomfort and resistance rooted in feelings of shame – clients are convinced they are not good enough since they cannot function like everyone else.

Many clients get easily discouraged since improving the issue requires enormous stamina, organisation, and faith.

What am I talking about?

Executive function.

We can describe the executive function by mentioning at least seven parts.

I will list them and give you some examples of observable deficit indicators.

1. Working memory.

If something is not written down, it will be forgotten. You forget to write things down.

You don’t remember to respond to the email or text you received a minute ago. You don’t remember to make a note of the meeting you just agreed to. You don’t know what you just read. You cannot follow cooking recipes since you do not remember what you just did. You lose things since you do not remember where you put them. You cannot remember what you want to say when someone talks too long. You might forget to pack important documents and objects. You forget the last steps of the tasks, like putting laundry up, putting the cake into the oven and pressing the send button.

2. Self-inhibition.

You often think you deserve to feel better or do something fun before doing something difficult. You cannot stop yourself from going on Instagram, playing games, drinking the third cup of coffee, eating another cookie, or smoking another cigarette. It is tough to stop when something feels good – no matter how ineffective the results might be. For example, you can spend hours in the gym since you get into flow. Even when something hurts, it is hard to stop; for example, you know you are tired and need to go to bed, but you watch another episode of your favourite show.

3.  Resistance to distractions.

Everything might steal your attention. Advertisement in the corner of the computer thought in your head, sensation in your body, a sound, reflection in the mirror, speck of dust on the desk.

4. Attention shifting.

You are unable to start the task. You do not know where to start and what should go next. You hate when people interrupt you since you will never be able to go back to the place you were working on. You will never be able to return to the feeling you had while working on the interrupted task. When you work on something, you cannot stop and continue later. You have many projects started, but you cannot finish them. When you shift your attention, returning to the task feels like a drag; it is dull and oppressive.

5. Organising

You do not understand your or other people’s limits, so for example, you might organise very long excursions that are not pleasurable. You might forget to organise food or water. You do not know how long things might take. You might omit some steps of the activity, like booking a cab, picking up tickets, or checking the train times.

6. Planning.

Planning seems impossible because there are so many things that you are overdue.

If you plan the day and fail to do one activity, it is impossible to do the next one on the list. Sometimes, activities take more or less time than you plan for; therefore, the plan does not work.

Often, you do not want to do things you planned to do. Planned things are boring because they do not happen spontaneously. The plan things seem like something you are forced to do – even though you planned them. Often, you forget to look into your planner or plan in the first place.