| Foster a coping attitude |
Instill hope, optimism, and motivation to cope effectively
with ADHD |
| Seek knowledge about and support for ADHD |
Contact national organizations for information about
ADHD.
|
| Improve life management skills |
Use coaching and behavioral, psychological interventions
to set goals, overcome obstacles, address core ADHD issues (e.g., time
management, organization, self-esteem) |
| Improve workplace functioning |
Match cognitive strengths and interests for optimal
functioning; strategic job placement, or change to address workplace dysfunction;
career counseling; develop compensatory strategies or seek work place
accommodations |
| Life management skills in higher education |
Transition plan from high school to college; direct,
explicit instruction in setting priorities, time management, and study
skills; transition plan from parental to self-direction; seek reasonable
accommodations; learn self-advocacy |
| Improve marital and family rela tionships |
Conjoint marital therapy to address conflicts; use
cognitive, behavioral, and systems strategies; focus on realistic expectations,
effective communication, damage to self-esteem, sexual dysfunction, and
parenting problems |
| Treat comorbid disorders |
Seek psychological, behavioral therapy for anxiety,
mood and person ality disorders, substance abuse |
| Coping with ADHD through the lifespan |
Utilize developmental models for understanding adult
ADHD; see Solden's (2002) three-stage model: Crisis of Understanding,
Crisis of Identity, and Crisis of Success |
| Note: See Goldstein and Ellison (2002), Ratey (2002), and
Robin (2002) for a discussion of promising practices for adults with ADHD. |
