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Full Course Description

When Tools Aren’t Enough: Bridging the ADHD Identity Gap in Therapeutic Practice

What if treating ADHD as a ‘problem to solve’ is keeping your clients stuck?

Your clients don’t need another productivity hack. They need to rewrite the story about their ADHD, not despite it.

Too often, ADHD therapy focuses on taming symptoms while ignoring the silent crisis beneath: a fractured identity. Clients may cobble together systems like planners and bedtime routines, yet still choke back tears, asking “Why do I feel like a fraud?”

This isn’t about better coping strategies. It’s about helping clients rebuild their relationship with their neurotype – to stop white-knuckling through life and start owning how their ADHD brain thrives.

In this insightful session, Marcy Caldwell, Psy.D. – a nationally recognized ADHD specialist – will unpack her groundbreaking ADHD Identify Development Model, merging clinical research with client narratives. You’ll understand:

  • Why clients with ADHD often reject tools that “should” work
  • How to pinpoint where they are in their identity journey (denial, exploration, acceptance, or integration)
  • What to do next to help them reclaim their narrative

You’ll walk away from this training with:

  • The ADHD Identify Stage Assessment Tool: A downloadable guide to quickly identify a client’s developmental stage during intake.
  • Stage-Specific Interventions: Scripts for reframing shame in the exploration phase, exercises to celebrate neurodivergent strengths in immersion, and more.
  • Neurodiversity-Affirming Strategies: Replace generic coping skills with approaches that honor ADHD strengths and fit each client’s stage of development.

This isn’t another rigid-protocol – it’s a paradigm shift.

The ADHD Identify Model gives you a flexible framework to adapt to your therapeutic style. Blend it with CBT, mindfulness, or coaching – all while honoring and facilitating your client’s ADHD identify.

By the end of this session, you’ll:

  • Confidently differentiate between “resistance’ and developmental stage mismatch.
  • Have a roadmap to help clients shift from “I’m just lazy and a failure” to “My brain, like everyone’s brain, has strengths and difficulties; let’s see how we can help each other.”
  • Leave energized to reconceptualize your work to align with your client’s stage

Join me – and become the clinician who doesn’t just manage ADHD … but helps clients rewrite their relationship with it.

Program Information

Objectives

After attending this workshop, clinicians will be able to:

  1. Describe the process of identity formation.
  2. Evaluate the limitations of traditional identity models for neurodivergent clients and describe how societal stigma fuels ADHD shame.
  3. Identify the benefits of identity integration.

Outline

What’s So Important about Identity Anyway?

  • How Identity is Developed
  • The benefits of an integrated identity

Why Traditional Identity Models Fail Neurodivergent Clients

  • Limitations of Erikson/Mahler
  • The Cost of misalignment and how forcing integration via conformity fuels internalized shame
  • Disability and Minority Models as a Blueprint for an ADHD Identity Model
  • Resource: Infographic Comparative Chart of Identity Development Models

Rewriting the Script: The ADHD Identity Development Model

  • The 5 stages of ADHD Identity Development
  1. Diffusion: “Everyone’s brain works like mine!”
  2. Exploration: “What’s wrong with me?”
  3. Foreclosure: “I’m broken forever.”
  4. Immersion: “ADHD is my superpower!”
  5. Integration: “I belong everywhere – strengths and struggles”
  • Stage-Specific Risks and Benefits
  • Stage Stage-specific frequent co-occurring conditions and struggles
  • Case Study: A client’s journey from self-blame (Exploration) to advocacy (Integration)
  • Resource: ADHD Identity Stage Tracker (visual roadmap + client examples)

Identity Development Stage Assessment

  • Why Assessing Our Client’s Stage Matters
  • How to Use the ADHD Identity Stage Interview Guide to quickly determine your client’s identity development stage
  • Identify development assessment role-play
  • Resource: ADHD Identity Stage Interview Guide

Stage-by-Stage Interventions

  • Guided symptom exploration in diffusion
  • Balanced skill building with the ADHD Strengths/Vulnerabilities Matrix for Exploration
  • Hope Anchor Exercise to identify small wins in Foreclosure
  • Advocacy Role-play scripts to channel pride into collaboration in Immersion
  • System check-in routines for continued reflection in integration

Risks, Limitations, and Cultural Considerations

  • Limitations of theory
  • Impact of comorbidities and trauma on accurate identification
  • Cultural considerations of the model

Question and Answer

Target Audience

  • Psychologists
  • Licensed Clinical/Mental Health Counselors
  • Marriage & Family Therapists
  • Social Workers
  • Speech-Language Pathologists
  • Addiction Professionals
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Physical Therapists
  • Physical Therapist Assistants

Copyright : 12/18/2025

Sensory Superpowers in the ADHD Brain: Tapping into Somatic Intelligence for Regulation and Focus

Do your clients struggle with focus, meltdowns, or emotional regulation? In this dynamic session, Dr. Varleisha D. Lyons invites you to discover how the body holds the key to calming the brain and igniting attention. Rooted in applied neuroscience and somatic intelligence, this course explores how tactile, proprioceptive, and vestibular input create powerful pathways for regulation.

With hands-on demonstrations, evidence-based tools, and practical strategies, you’ll learn how to apply body-based techniques that enhance sensory processing and executive function in real time. Walk away with a toolkit of accessible sensory routines to reduce overstimulation, support transitions, and enhance therapeutic outcomes – whether in schools, clinics, or homes.

Experience Dr. Lyon’s renowned blend of science, compassion, and empowerment as she transforms complex neuroscience into tangible, actionable clinical skills.

Participants will:

  • Engage with interactive strategies grounded in sensory neuroscience.
  • Explore case studies that reflect real-world challenges and triumphs.
  • Receive ready-to-use worksheets and visual tools to implement immediately.
  • Understand the risks and limitations of body-based interventions.

Program Information

Objectives

After the presentation, you will be able to:

  1. Apply strategies to over 10 sensory areas to support self-regulation and focus in pediatric populations.
  2. Utilize somatic-based interventions to address sensory integration challenges and behavioral dysregulation.
  3. Design personalized sensory routines based on somatic cues to improve clinical outcomes and daily participation.

Outline

The Power of the Body-Brain Connection

  • How the sensory systems influence regulation and attention
  • Overview of tactile, proprioceptive, and vestibular input and beyond

Somatic Intelligence in Practice

  • What is somatic intelligence and what does it matter?
  • Recognizing body-based cues for dysregulation and calm

Hands-On Tools for Focus and Regulation

  • Demonstration of movement-based and sensory-based tools
  • Sample routines for transitions, emotional outbursts, and sustained attention

Clinical Application Across Settings

  • Customizing sensory strategies for school, home, and therapy
  • Case examples: ADHD, trauma, and sensory processing disorder

Risks and Limitations

  • Contraindications and cautions for somatic-based interventions
  • Ethical considerations in sensory-based care

Target Audience

  • Occupational Therapists
  • Occupational Therapy Assistants
  • Teachers/School-Based Personnel
  • Licensed Clinical/Mental Health Counselors
  • Social Workers
  • Speech-Language Pathologists
  • Physical Therapists
  • Psychologists
  • Nurses

Copyright : 12/18/2025

Championing Children and Families Living with ADHD, Autism, or Both

In this insightful talk on autism and ADHD, the speaker, a developmental pediatrician and expert in autism and ADHD will delve into a strength-based approach to managing these neurodevelopmental conditions. The discussion will cover the latest resource findings, highlighting the importance of early diagnosis and intervention. Attendees will gain a deeper understanding of how autism and ADHD manifest similarly and differently in individuals, such as the distinct social communication difficulties in autism versus the executive function and emotional challenges found in ADHD. Strategies to support those affected in various settings will be shared. The talk aims to foster empathy, reduce stigma, and promote inclusive practices that enable individuals with autism and ADHD  to thrive.

Program Information

Objectives

  • Understand the latest research findings on ADHD and autism, emphasizing the importance of early diagnosis and intervention.
  • Identify the similarities and differences in the manifestation of autism and ADHD, focusing on social communication difficulties in autism and executive function and emotional challenges in ADHD.
  • Learn strength-based strategies to support individuals with autism and ADHD in various settings, promoting empathy and reducing stigma.
  • Explore the challenges and characteristics associated with the co-occurrence of autism and ADHD.
  • Foster evidence-based practices that enable individuals with autism and ADHD to thrive.

Outline

Understanding the Overlap: ADHD, Autism, or Both?

  • Differentiate the clinical presentations of ADHD and autism
  • Recognize the overlap in executive function and social communication challenges
  • Apply clinical reasoning to support dual-diagnosed individuals effectively
  • Takeaways:
      • Clarity on diagnostic criteria and DSM-5 updates
      • Improved diagnostic sensitivity for co-occurring conditions

 

Executive Function as a Clinical Lens for ADHD

  • Explore the “brain manager” model of executive function
  • Use EF breakdown to interpret behavioral challenges
  • Teach EF-based problems-solving strategies to families
  • Takeaways:
      • Better understanding of ADHD as a skills-based issue
      • Ability to reframe behaviors through EF impairment
      • Teach EF-based problem-solving to families

 

Addressing Emotional Dysregulation and Communication

  • Identify how ADHD and autism affect emotional self-regulation
  • Integrate emotional vocabulary and behavioral plans into support plans
  • Leverage contemplative practices to reduce reactivity
  • Takeaways:
      • Techniques for improving emotional resilience
      • Communication skill-building ideas for use at home or in therapy
      • Tolls for caregiver modeling and co-regulation

 

Early Identification and Red Flags in Autism/Diagnosing Autism

  • Recognize social red flags in toddlers and young children
  • Implement AAP “absolute indicators” for evaluation referrals
  • Understand the impact of early diagnosis on intervention access
  • Takeaways:
        • Improved early screening protocols
        • Better advocacy for comprehensive evaluations

 

Practical Interventions for ADHD and Autism

  • Behavioral strategies tailored to EF or social communication profiles
  • Overview of ABA, parent training, and school-based supports
  • Address health routines (sleep, tech use, nutrition) as intervention foundations
  • Takeaways:
        • Tools for individualized behavior plans
        • Overview of 504 vs IEP considerations
        • Clearer communication with schools and families

 

Supporting Families Through a Strength-Based Approach

  • Emphasize capability-building and family systems
  • Introduce contemplative practice as part of care supporting self-regulation and resilience
  • Prioritize family well-being alongside the child’s development
  • Takeaways:
        • Focus on supporting parents and families as part of supporting children’s development

 

Risks and Limitations

  • No single intervention addresses the needs of each child and family – individualized planning is essential
  • Research is not yet fully established about the specifics of which type of intervention and frequency, as well as regarding specifics of treatment for different levels of severity and in different educational settings
  • Medication strategies should be considered in coordination with a medical provider

Target Audience

  • Licensed Clinical/Mental Health Counselors
  • Psychologists
  • Teachers/School-Based Personnel
  • School Administrators
  • Social Workers
  • Speech-Language Pathologists
  • Nurses
  • Occupational Therapists
  • Case Managers

Copyright : 12/18/2025

ADHD and Sex: What Every Therapist Should Know

This session explores how impulsivity, sensory issues, and distractibility show up on intimate experiences, and offers neurodivergent-friendly strategies to improve clinical outcomes.

You’ll learn how to:

  • Recognize key ADHD-related challenges in sexual functioning
  • Use targeted, affirming interventions to address these concerns
  • Improve communication and comfort around sexuality with ADHD clients

Are you aware that ADHD impacts your client’s sexual functioning? Let’s explore the interconnections between ADHD and sexuality! This course is aimed at helping you improve your clinical skills by better addressing issues that are specific to neurodivergent clients such as the impact of ADHD on sexual functioning and ADHD friendly interventions to improve the effectiveness of your interventions. Key issues surrounding transitions into sex and out of sex will be highlighted along with managing sexual impulsivity, what to do about sensory issues and how to address difficulties with attention during sex. This presentation is for YOU, if you wish to explore how ADHD impacts sexuality along with intervention strategies to assist your clients sexual concerns.

From this presentation you will take away key reminders to consider with neurodivergent clients, assist your clients to better describe and understand their symptoms as it relates to neurodivergence and sex as well as improve your identification of the impact of neurodivergence on sexual functioning. Let’s refine our interventions for ADHD clients!

Program Information

Objectives

After the presentation, you will be able to:

  • Discuss the importance of neurodivergent friendly strategies to improve sexual functioning in neurodivergent clients
  • Demonstrate awareness of at least 3 specific aspects of sexual functioning that are impacted by ADHD
  • Apply unique interventions to address ADHD and sexual problems

Outline

  • Welcome!
  • Sex and Play
  • Getting started
  • Sex requires movement
  • Common ADHD & Sex Problems
  • Sex Requires attention!
    • Intervention strategies to improve attention during sex
  • ADHD and Sex: The Basics!
  • Getting Seated INTO your body
  • Sex requires Sensations
    • Intervention strategies to address sensory concerns during sex
  • Taming hyperfocus
  • Transitions in and out of Sex
    • Intervention strategies to improve transitions both in and out of sex
    • Interventions specific to Cisgendered Women with ADHD
  • Taming sexual dysfunctions
    • Understanding the impact of ADHD on sexual problems/dysfunctions
  • Intimacy … Yikes!
  • Skills + Pills
  • This presentation is based on research that demonstrates correlations between ADHD and sexual functioning. The clinical strategies discussed in this presentation are based on the author’s clinical experience. Always remember to tailor your interventions to your specific client’s needs and seek clinical consultation as needed

Target Audience

  • Case Managers
  • Dieticians
  • Physical Therapists
  • Occupational Therapists
  • Teachers/School-Based Personnel
  • Nurses
  • Physical Therapist Assistants
  • Occupational  Therapists Assistants

Copyright : 12/18/2025

Breaking the Cycle: Supporting ADHD Clients Stuck in Trauma and Survival Mode

Usually, when an ADHDer struggles, it’s seen as a problem within them. They are often blamed and told to “just try harder,” which can leave them feeling inadequate or broken. However, the Neurodivergent Survival Cycle model begins to shift this  narrative by acknowledging how external factors – such as the chronic abuse of neurodivergent individuals (like stigma, discrimination, and lack of accommodations) can be traumatic and push them into survival mode. This trauma response is exacerbated by others repeatedly dismissing their ADHD-related needs as “too much”. To avoid being seen as a “burden” or “problem”, they’ll do whatever it takes. As a result, many ADHDers will ignore their own needs and try to push through, leaving them feeling stuck in constant survival mode. But a person can only take so much before the cumulative effects catch up with them. Eventually ADHDers will end up with trauma-induced problems, such as neurodivergent burnout, shutdown, and mental health issues (like low self-worth, PTSD or substance use disorders).

The Neurodivergent Survival Cycle offers a framework for understanding the complex processes that contribute to trauma in ADHD clients. Through this model, we’ll explore key intervention points to support their mental health and overall well-being.

Program Information

Objectives

In this session, Dr. Tasha Oswald will help you learn how to:

  1. Identify neurodivergent needs that are often overlooked in therapy but are essential for effective trauma treatment with ADHD clients.
  2. Utilize the “Neurodivergent Survival Cycle” model to expand your understanding of trauma in ADHD clients.
  3. Integrate trauma-informed and neuro-affirming strategies tailored for ADHDers.

Outline

Neurodivergent Survival Cycle

  • Stage 1: ADHDers face reoccurring harm and trauma (e.g., stigma, othering)
  • Stage 2: Negative impact on self-worth, beliefs, and emotional stability
  • Stage 3: Survival strategies to cope and prevent further trauma
  • Stage 4: Overlooked needs and inadequate support
  • Stage 5: Cumulative overwhelm (e.g., neurodivergent burnout, CPTSD)
  • Breaking the Neurodivergent Survival Cycle handout

 

Identify Unmet Neurodivergent Needs

  • Identify neurodivergent needs
  • Neurodivergent needs are often minimized or dismissed
  • Why access needs are not optional
  • Help ADHDers recognize and advocate for their needs

 

Integrate Trauma-Informed and Neuro-Affirming Approaches

  • Overlapping principles of trauma-informed and neuroafirming care
  • Use the COMPASS mnemonic as a guide to neuroaffirming care
  • Apply strategies that are neuro-affirming and trauma-informed
  • Practice skills through ADHD case examples
  • Limitations of research and potential risks

Target Audience

  • Licensed Clinical/Mental Health Counselors
  • Marriage & Family Therapists
  • Psychologists
  • Addiction Counselors
  • Social Workers
  • Speech-Language Pathologists
  • Case Managers
  • Nurses
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Physical Therapists
  • Physical Therapist Assistants
  • School Administrators
  • Teachers/School-Based Personnel

Copyright : 12/19/2025

When Worry Takes Over: Reclaiming Calm, Confidence, and Connection for Kids with ADHD

Living in a post-Covid world that’s increasingly unpredictable, today’s children and teens are more anxious than ever before. For students with ADHD and neurodivergence, managing anxiety in conjunction with executive functioning deficits can be especially daunting. Young people with ADHD (already susceptible to higher incidences of co-occurring conditions) are now living with increased rates of anxiety that are interfering with their social, educational and emotional development. Previous strategies for emotional control and self-soothing seem to have stopped working effectively in this new landscape of extended uncertainty. Worry and fear have increased the natural biological agitation, distractedness and impulsivity that accompanies living with ADHD so that daily apprehension, social anxiety and unrealistic performance expectations have escalated. Craving a sense of security that is often unattainable, young people with ADHD feel stressed and overwhelmed.

In this session, Dr. Sharon Saline examines how ADHD and anxiety are two of the most commonly co-occurring disorders in children and adolescents, with overlapping symptoms that often complicate diagnosis and treatment. She discusses why youth with ADHD are at significantly increased risk for anxiety disorders which can amplify functional impairments in home, school, and social settings. After examining the physiology and psychology of both ADHD and anxiety, she looks at how to change somebody’s relationship to worry, reduce their negative thinking, and uncover core beliefs about inadequacy and insecurity. Using cognitive behavioral, insight-oriented and mindfulness interventions, Dr. Saline shares practical, research-based strategies for enhancing self-regulation, metacognition, social confidence and self-compassion in anxious children and adolescents. This workshop offers therapists and mental health professionals an in-depth, evidence-based approach to working with youth who experience ADHD and anxiety symptoms across a broad spectrum—from excessive worry, perfectionism and obsessive compulsive disorder to  avoidance, panic and hoarding. Armed with these techniques, practitioners can assist their clients with learning to transform worry and shame into curiosity and confidence.

Program Information

Objectives

  1. Describe how ADHD and anxiety work in the brain and body and affect each other.
  2. Explain the role of executive functioning skills in managing anxiety and how to de-escalate intense emotions.
  3. Clarify the meaning and effect of limiting core beliefs in perpetuating anxiety and reduce patterns of negative thinking in youth with ADHD.
  4. Develop the ability to externalize anxiety, reduce its influence on daily tasks, productivity and self-concept and learn practical tools for dealing with specific worries.
  5. Identify and develop areas of resilience in home, social and educational contexts.

Outline

Part I: Understanding the neurodevelopmental and emotional landscape of ADHD and anxiety in youth

  • Introduction, review of limitations of research and methods described in webinar
  • ADHD and anxiety: prevalence, comorbidity, and developmental trajectories
  • How ADHD and anxiety interact (e.g., inattentiveness vs. worry, impulsivity vs. panic)
  • Examine anxiety disorders commonly seen in youth with ADHD

Part II: Examining evidence-based treatment approaches for anxiety disorders with ADHD

● Review CBT, DBT, insight-oriented and applied internal family systems methods

● Explain the process for externalizing anxiety and changing the relationship to it

● Uncover limiting core beliefs that underlie anxiety and contribute to negative-self-talk

Part III: Applying executive functioning supports to reduce overwhelm 

● Improve impulse and emotional control

● Teach metacognition to improve self-awareness

● Analyze and learn interventions to address with anxiety-related procrastination

Part IV: Fostering confidence and resilience

● Reframe deficits as differences: Strengths-based mindset

● Techniques to teach youth to recognize and articulate their needs

● Nurture resilience: Gratitude, growth mindset, and self-compassion

Part V: Questions, participants case examples and review of key take-away points

Target Audience

  • Licensed Clinical/Mental Health Counselors
  • Psychologists
  • Social Workers
  • Case Managers
  • Marriage & Family Therapists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • School Administrators
  • Speech-Language Pathologists
  • Addiction Professionals
  • Dieticians
  • Nursing Home/Assisted Living Administrators
  • Physical Therapists
  • Physical Therapist Assistants

Copyright : 12/19/2025

A Stronger Mindset for ADHD Productivity

Clients with ADHD want to get more done—and with less angst. It’s easy to jump to standard ADHD-friendly strategies, like using a planner, setting alarms, etc. that seem like they should work. Except that too often they don’t which can leave both you and your client disappointed when those great ideas fall flat. These standard strategies can be helpful, but can easily be undermined when clients don’t have the right mindset and get stuck before they start.

Drawing on twenty-five years of specializing in ADHD, Dr. Ari Tuckman will explain how to work around six mental roadblocks to getting things done.

  • What Are Your Favorite Lies? How do clients justify decisions in the moment that undermine their productivity? And how to help them make wiser choices.
  • Just Bite the Bullet on Things You Hate Dreaded tasks make it even harder for people with ADHD to muster the motivation. Help them go towards that discomfort and suffer less.
  • The Love and Hate of Deadlines People with ADHD often rely on deadline pressure to kick them into gear—it works, but it’s stressful. Let’s set up deadlines to get more of the benefit and less of the misery.
  • How Perfect Does This Need to Be? The struggles of ADHD can lead to true perfectionism, as well as various lookalikes. High quality is great, but can stall productivity, so let’s find the right balance.
  • Overwhelm: Break Down Big Tasks Large, complicated projects can flood working memory, leading to shut down. By putting some order to the chaos, clients can begin to work their way through to a manageable plan.

You will learn specific strategies to help clients with ADHD create a stronger mindset that supports greater productivity.

Program Information

Objectives

After the presentation you will be able to:

  1. Explain to clients how the common struggles of ADHD make certain mental roadblocks more likely
  2. Assess for the contribution of mental roadblocks to a client’s productivity challenges
  3. Apply more effective strategies to strengthen clients’ productivity mindset

Outline

Introduction: ADHD Makes Productivity Harder

  • ADHD affects more than just attention
  • Your clients know that not getting things done has social implications
  • Mental roadblocks keep adults with ADHD stuck—and targeted strategies to get them over the hump

What Are Your Favorite Lies?

  • What are clients trying to talk themselves into?
  • The truth shall set you free—help clients be more honest about what they need to do

Just Bite the Bullet on Things You Hate

  • Boring, frustrating, and annoying tasks are even harder for clients with ADHD to motivate for
  • Strategies to muster the motivation, while reducing suffering

The Love and Hate of Deadlines

  • Deadlines can sharpen focus—and also crank up the adrenaline
  • How to feel the deadline earlier—and with less stress

How Perfect Does This Need to Be?

  • Perfection is tempting, but way too much work
  • Strategies to tolerate uncertainty and focus on the bigger picture

Overwhelm: Break Down Big Tasks 

  • Cognitive overload leads to emotional overwhelm
  • Start by starting—except when it’s better to start at the end

Risks and limitations

  • Every client is unique, so match your interventions to their specific needs

Target Audience

  • Psychologists
  • Licensed Clinical/Mental Health Counselors
  • Marriage & Family Therapists
  • Addiction Professionals
  • Social Workers
  • Nurses
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Speech-Language Pathologists
  • Teachers/School-Based Personnel

Copyright : 12/19/2025

The Changing Faces of ADHD

Copyright : 07/15/2025

When ADHD Gets in Its Own Way

 ADHD undermines the very executive function skills needed to manage it—especially under stress. Emotional reactivity and relationship challenges can further complicate care for both individuals and caregivers. 

This session explores why addressing the emotional side of ADHD is essential and how mindfulness-based practices can lay the groundwork for effective treatment. 

You’ll learn: 

  • Why unmanaged stress worsens ADHD symptoms 
  • How emotion regulation supports executive function 
  • Ways to integrate mindfulness and contemplative practices without requiring stillness 
  • Practical tools to build awareness, flexibility, and self-compassion 
  • How to create a strong emotional foundation for sustainable ADHD care 
     

Program Information

Objectives

  1. Describe how ADHD impairs executive function and contributes to emotional dysregulation in affected individuals. 
  2. Explain the clinical importance of addressing emotional health as a foundational step in ADHD treatment planning. 
  3. Identify how unmanaged emotional reactivity disrupts adherence to evidence-based ADHD interventions. 
  4. Evaluate the role of mindfulness and contemplative practices in promoting emotional self-regulation and cognitive flexibility. 
  5. Apply specific mindfulness-based strategies to support comprehensive, individualized ADHD care across clinical settings. 
     

Outline

Executive Function and Emotional Regulation in ADHD 

  • Learn how ADHD impacts self-management and executive function. 
  • Understand the feedback loop between stress, emotional reactivity, and diminished coping capacity. 

Takeaways: 

  • Recognize how executive dysfunction undermines ADHD management. 
  • Address emotional barriers as a foundational step in treatment planning. 

 Using Mindfulness to Build Emotional Regulation 

  • Explore how mindfulness enhances awareness, emotional vocabulary, and self-regulation. 

Takeaways: 

  • Apply mindfulness techniques to reduce reactivity and enhance cognitive flexibility. 
  • Use various contemplative practices and mindfulness-based tools in therapeutic settings to support well being, communication, problem solving and decision making 

Unbiased Awareness and Self-Compassion as Clinical Tools 

  • Examine the role of self-compassion in resilience and long-term ADHD care. 

Takeaways: 

  • Teach clients how to shift internal dialogue to reduce shame and promote motivation. 
  • Practice perspective-building techniques to foster behavioral change. 

Assessments, Interventions, and Strategy Integration 

  • Behavioral observations of executive function and emotional reactivity. 
  • Mindfulness-based stress reduction (MBSR) frameworks adapted for ADHD. 
  • Integration of mindfulness routines into care plans for both individuals and caregivers. 

Resources and Tools Provided 

  • Downloadable self-compassion scripts and emotional vocabulary worksheets. 
  • Case study examples demonstrating mindfulness integration. 
  • Reflection and habit-tracking templates for daily ADHD self-management. 

Risks and Limitations 

  • Mindfulness is not a substitute for medical treatment or behavior therapy. 
  • Not all clients may engage with contemplative practice; adaptations may be necessary. 
  • Evidence base continues to evolve; current findings support mindfulness as a complement to traditional care—not a standalone intervention. 

Copyright : 07/15/2025

ADHD Medications: What Every Clinician Needs to Know

Misconceptions about ADHD medications continue to hinder optimal care for individuals with ADHD, creating delays or gaps in treatment. It's crucial to understand that evidence-based, multimodal treatment—including the appropriate use of medication—plays a vital role in improving the long-term academic, professional, and personal outcomes of clients, while also supporting their emotional and physical health. 

Join Dr. Carolyn Lentzsch-Parcells as she dives into: 

  • Stimulant and non-stimulant medications: how they work, their differences, and key factors affecting efficacy 
  • Essential considerations for selecting initial ADHD medications 
  • Guidelines for starting patients on their medication journey 
  • Strategies to overcome barriers to optimal care, including dispelling common medication myths 
  • Insights from the latest research on ADHD treatment 

Don’t miss this opportunity to enhance your understanding and improve outcomes for your patients. 

Program Information

Objectives

  1. Analyze the role of medication in ADHD treatment. 
  2. Identify at least 3 critical factors to consider when selecting an initial ADHD medication. 
  3. Classify at least 3 non-stimulant medications commonly used in ADHD management. 
  4. Examine at least 2 barriers to care faced by ADHD patients and propose solutions to address these challenges 
  5. Dispel at least 2 common misconceptions about medications used in ADHD treatment 

Outline

Role of Medication in the Treatment of ADHD: Brief Review 

  • Medications for the management of ADHD 
  • Review of stimulant medications 
  • Review of non-stimulant medications 
  • Limitations and risks 

Managing Medications for the Treatment of ADHD 

  • Initiation 
  • Titration 
  • Optimization 
  • Comorbidities and complex cases 

Next Steps 

  • Barriers to Care 
  • Myths and Misconceptions 
  • Common questions 

Target Audience

  • Psychologists and Nurses 
  • Licensed Clinical/Mental Health Counselors 
  • Marriage and Family Therapists 
  • Social Workers and Case Managers 
  • Teachers/School-Based Personnel 
  • School Administrators 

Copyright : 11/04/2024

The Critical Intersection of ADHD & Addiction: Why Treating Both Matters

While the link between addiction and ADHD is well established, treatment options for those with dual diagnoses are unclear.  Ongoing stigma and perceived risks around using stimulant medication for treatment can complicate the prognosis. Gender differences, traumatic experiences, age of ADHD diagnosis and family history all play a role in developing a successful continuing care plan.

In this session, view ADHD & Addiction expert, Jeremy Didier, as she shares her comprehensive approach to effectively manage both ADHD and Addiction in her practice.  You’ll learn strategies you can immediately utilize with your clients including:

  • Executive Function Skills protocols designed to increase after care compliance
  • Relapse prevention & risk reduction techniques utilizing CBT, mindfulness and motivational interviewing
  • A well-informed clinical interview to identify symptoms related to ADHD and which are a result of co-morbid depression, anxiety and/or SUD
  • Critical psychoeducation on ADHD symptom manifestation for the dually diagnosed and impact of the bi-directional relationship between ADHD and Trauma on clients in recovery
  • Assessment tools aimed at stopping the inter-generational cycle of chaos - ensuring at risk families get the knowledge and support they need
  • Integrated community and healthcare management strategies to ensure continuum of care

Program Information

Objectives

  1. Integrate treatment options for clients with co-morbid ADHD and Substance Use Disorder.
  2. Support clients navigating recovery options and executive function challenges to improve treatment outcomes.
  3. Distinguish between pre and post treatment symptoms of ADHD in the individual with co-morbid substance use disorder.
  4. Defend the necessity of evaluating clients with substance disorder for co-morbid ADHD.

Outline

  • Is it ADHD, Addiction, or Both
    • Assessment & Diagnosis
    • Trauma Informed ADHD
    • Childhood v Adult onset
  • Meds, Mindfulness and Management
    • Treatment Options
    • Relapse prevention/Risk reduction/Symptom Management
    • CBT & EF Skill Development
  • Communicating, Connecting and Championing
    • Psychoeducation – acceptance, prevention, identification
    • Integrated Healthcare & Community management
    • Recovery speed bumps & roadblocks
    • Stigma or Rejection Sensitive Dysphoria

Target Audience

  • Counselors
  • Educators/Teachers
  • Marriage & Family Therapists
  • Nurses
  • Physicians
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Psychologists
  • Speech-Language Pathologists
  • Social Workers

Copyright : 11/10/2022

ADHD Assessment for Adults

When ADHD is misdiagnosed or undiagnosed it presents tremendous life challenges for your clients…

Struggles at work, parenting and relationships can destroy your client’s self-esteem leaving them feeling hopeless.

Get the education to give your clients a path toward thriving in life.

Join Harvard-trained Dr. Roberto Olivardia to go beyond DSM-5® diagnostic criteria and dive into expert assessment. You’ll learn:

  • The right questions to make assessment quicker & easier!
  • ADHD screening & assessments – plus, their limitations
  • How the ADHD brain works in a language your client can understand
  • Best practices for identifying learning disabilities, autism spectrum disorder, anxiety, mood disorders, eating disorders & MORE!

Advance your ADHD diagnosis, assessment & screening expertise!

Program Information

Objectives

  1. Theorize how aspects of the ADHD brain help explain its symptoms.
  2. Investigate components of a thorough clinical assessment for ADHD.
  3. Diagnose symptoms and features of various co-morbid disorders and conditions (i.e. learning disabilities, autism spectrum disorder, anxiety disorders, mood disorders, substance abuse and addictive disorders, and eating disorders).
  4. Determine differential factors between ADHD and the comorbid disorders and conditions.

Outline

Diagnosing ADHD Properly 

  • Review of the DSM-5® Criteria
  • Problems and Limitations of the DSM-5® criteria
  • Common ADHD surveys
  • Problems and Limitations with ADHD surveys
  • Neuropsychological testing Measures and Indices for ADHD
  • Problems and Limitations with neuropsychological testing
  • Understanding the ADHD Brain
Components of a Clinical Evaluation 
  • Going beyond the criteria
  • Ask more detail about symptoms that people endorse or deny (questions to ask)
  • Understanding the importance of context
  • Screening for psychiatric disorders and possible comorbid disorders for differential diagnosis
ADHD and Co-Morbid Disorders: The rule rather than the exception 
*Each section reviews traits/symptoms of the co-morbid disorder, how having ADHD can be a risk factor and/or is commonly associated, how to differentiate it from ADHD, as well as treatment/interventions when people have both ADHD and the comorbid disorder
  • Learning disabilities 
    • Dyslexia
    • Dyscalculia
    • Dysgraphia
    • Non-Verbal Learning Disability (NVLD)
  • Autism Spectrum Disorder 
  • Anxiety Disorders 
    • Generalized Anxiety Disorder (GAD)
    • Obsessive-Compulsive Disorder (OCD)
    • Social Anxiety Disorder 
    • Anxiety secondary to ADHD and executive function issues
  • Mood Disorders 
    • Depression
    • Dysthymia
    • Bipolar Disorder and Bipolar Spectrum Disorders
    • Suicide
  • Substance Abuse and other Addictions 
    • Cannabis
    • Alcohol
    • Other Addictive Behaviors
  • Eating Disorders and Body Image Problems 
    • Binge Eating Disorder
    • Bulimia Nervosa
    • Anorexia Nervosa
    • Body Dysmorphic Disorder
    • Men and Eating Disorders

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Marriage and Family Therapists
  • Speech-Language Pathologists
  • Teachers
  • School Administrators
  • Addiction Counselors
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Nurses
  • Physicians
  • Other Helping Professionals 

Copyright : 06/03/2022

Russell Barkley, Ph.D. on ADHD in Children and Adolescents: Advances in Diagnosis, Treatment and Management

In this recording, world-renowned ADHD expert Dr. Russell Barkley highlights new insights in the diagnosis, treatment and management of ADHD. Packed with recent research and practical application, this recording is a must-see for anyone who works with kids and adolescents diagnosed with ADHD.

Follow along with Dr. Barkley as he walks you through:

  • His latest research findings and what that means for treatment and management of ADHD today
  • How to differentiate between ADHD and Sluggish Cognitive Tempo (SCT) – and why it matters
  • Why an ADHD diagnosis lends itself to significant health problems and shorter life expectancy
  • The evolution of ADHD as more than just an educational or mental health problem
  • 14 best principles for managing ADHD in children and teens
  • An update on the most recent evidence-based treatment recommendations

The content provided in this recording qualifies as education hours toward becoming certified for ADHD-CCSP through The Institute of ADHD Professionals, endorsed by CHADD. Visit www.adhdcert.com.

Don’t miss this rare opportunity to learn from a legend in the mental health field!

Program Information

Objectives

  1. Determine the health problems that are negatively affected by ADHD and how to use this knowledge to appropriately revise intervention approaches.
  2. Evaluate the diagnostic criteria of ADHD to the clinical features of SCT as suggested in the most recent literature.
  3. Analyze 14 principles that will promote better executive functioning and selfregulation for children and teens with ADHD.

Outline

The Costs of Undertreated ADHD

  • Why ADHD may be the disorder “behind the curtain” of significant health problems
  • Risk factors: suicide, self-injury, obesity, substance abuse, diabetes and shorter life expectancy
  • Your role in educating kids, caregivers and medical professionals on the health risks of ADHD
  • How to broaden your assessment beyond the DSM-5® to include diet, nutrition, sleep and quality of life

The Future of Diagnosis and Treatment

  • Dr. Barkley’s most recent research – and what it means for you as a helping professional
  • Sluggish Cognitive Tempo (SCT) – ADHD’s lesser known, but just as prominent and debilitating cousin
  • Comparing SCT and ADHD – Demographics, Comorbidity, Risks and Impairments
  • Why SCT is often diagnosed as “ADHD – Inattentive Type” or “ADD”
  • Crucial differences in treatment recommendations for SCT v. ADHD

14 Best Principles for Managing ADHD in Children and Teens

  • Understanding ADHD as a disorder of executive functioning and self-regulation
  • The latest evidence-based treatment recommendations for improving:
    • Self-awareness
    • Time management
    • Emotional self-control
    • Self-motivation
    • Planning and problem solving
    • And more!
  • Recommendations on what to avoid – and why – with kids who have ADHD 

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Marriage and Family Therapists
  • Speech Language Pathologists
  • Teachers
  • School Administrators
  • Occupational Therapists
  • Nurses
  • Occupational Therapy Assistants
  • Other Helping Professionals Who Work with Children

Copyright : 06/11/2019