working with scouts with adhd university of scouting 2013

DimensionsFamilyTherapy

2302 Hurstbourne Village Dr.Suite 300

Louisville, KY 40299Phone: 502-491-

9720Fax: 502-491-9721

www.LouisvilleDFT.com

Working with Scouts with ADHD

University of Scouting 2013

http://skinner/counseling/index.html




9720Fax: 502-491-9721


Introduction• Dr. Charles Pemberton, LPCC

– Past President KCA– ACA Chair - Taskforce on DSM 5 – Ed.D. in Educational Counseling– 20+ years in Counseling and Mental Health– SR-989, Cubmaster, Member of Review Board– PARENT– Adjunct Professor –

• Graduate University of Louisville• Undergraduate –KCTCS

– Private Practice – 80% children and families





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Today’s Schedule• Diagnosis and Identification• Meeting interventions

– Behavioral Strategies• Tools and Resources• Questions• Won’t get a plan that works

Everywhere with Everyone





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Causes of ADHD• Biological Disorder

– Neurological – dopamine/norepinephrine– Genetic

• Toxins• Head injuries• Immunizations• No evidence:

– Sugar– Food additives– Allergies


Hyperactivity

ImpulsivityInattention

Characteristics of ADD/ADHD

The Tip of the Iceberg

Hidden below the surface

Characteristics of ADD/ADHD

Hyperactivity Impulsivity Inattention

PhysiologicalFactors

Weak “Executive Functioning”

Sleep Disturbance

Impaired Sense of Time

Delayed Social

Maturity

Not Learning EasilyFrom Rewards and

Punishment

CoexistingConditions

LearningDifficulties

Low Frustratio

nTolerance

Hidden below the surface




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Major Features• Often will not complete tasks• Easily distracted by minor stimuli• Work often messy and completed w/o

thought• Forgetful in day-to-day activities• Impulsive (interrupting others, cannot

wait turn, etc.)• Fidgetiness• Excessive talking





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ADHD SCOUTS HAVE GREAT

ATTRIBUTES TOO!• Engaging• Bright• Excited• Creative• Happy-go-lucky• Enthusiastic• Exceptional• Inquisitive

• Spontaneous• Clever• Unique• Eager• Energetic• Carefree


http://images.google.com/imgres?imgurl=http://clipart.usscouts.org/clipart/ScoutArt/BSAdiskset/BSADSK02/2013.GIF&imgrefurl=http://clipart.usscouts.org/clipart/ScoutArt/BSAdiskset/BSADSK02/&h=542&w=434&sz=5&tbnid=Qr4fJkqlXjdKCM:&tbnh=130&tbnw=104&hl=en&start=40&prev=/images?q=scoutart&start=20&svnum=10&hl=en&lr=&sa=N




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Medication – parents’ info• If your Scout takes medication to help

him focus at school, it may help him focus better during Scout activities as well.

• You may want to discuss this issue with your Scout’s physician.

• Make sure your Scout knows that medication is to help him focus, not make him “be good.”





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MedicationPrescription medication is the responsibility of the Scout taking the medication and/or his parent or guardian. A Scout leader, after obtaining all necessary information, can agree to accept the responsibility of making sure a Scout takes the necessary medication at the appropriate time, but BSA policy does not mandate nor necessarily encourage the Scout leader to do so. Also, if state laws are more limiting, they must be followed.





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How to help• Get trained• Complement• They are all individuals• Clear expectations• Talk to Parents about what works

– Meetings– Day trips– Weekends– Week long





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How to help• Set a schedule (mental/physical)

– Know what is expected– Use daily/weekly forms for planning– Use color codes– Limit time– Give Breaks– Provide review– Provide Transition time

• Minimize spaces/distractions• Organize





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How to Help• Put it in writing• Set smaller/reachable goals• Divide into smaller segments • Reward all completions• Review for ‘hasty’ errors• Work on discovering what is really

happening – (i.e. Forgetting)





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Forgetting• 1- Need to notice• 2- Need to write/record• 3- Need to bring home• 4- Need to look• 5- Need to understand• 6- Need to start/finish• 7- Need to store• 8- Need to turn-in





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Movement• Offer opportunities for purposeful

movement, such as – Leading cheers– Performing in skits– Assisting with demonstrations

• This may– Improve focus, – Increase self-confidence, and– Benefit the troop as a whole





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Warning SignsBe aware of early warning signs, such

as fidgety behavior, that may indicate the Scout is losing impulse control. When this happens, try a

Private, nonverbal signal or

Proximity control (move close to the Scout)

to alert him that he needs to focus.





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Warning Signs

During activities, games and transition times, be aware when a Scout is starting to become more impulsive or aggressive.





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Helping a child control his behavior

• Minimize distractions• Give choices• Limit Choices• Teach problem solving• Use calm discipline - distraction





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RedirectingWhen you must redirect a Scout,

• Do so in private, in a calm voice, unless safety is at risk.

• Avoid yelling. • Never publicly humiliate a Scout. • Don’t “sandwich” a correction

between two positive comments.– Good, bad, good





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Time outIf it has not been possible to intervene proactively and you must impose consequences for out-of-control behavior, use time-out or “cooling off.”





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Keep CoolDon’t take challenges personally.

ADHD Scouts (should be “Scouts with ADHD”)

want to be successful, but they need support,positive feedback,and clear limits.





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EDGEThrough systematic Explanation, interactive Demonstration, and Guided practice, Scouting Enables Scouts with

Scouts to discover and develop their unique strengths and interests.





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Excuses Expect the Scout with ADHD

to follow the same rules as other Scouts.

ADHD is NOT an excuse for uncontrolled behavior.





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Some bad Examples• We• A fair trial often includes assessing the scout's

behavior on camping trips or other activities both on and off his medication. If you choose to have your son take no medication for 1-2 events and he is unable to focus and benefit from the experience, it is reasonable to then medicate him for 1-2 events to determine if the medication actually yields any benefit. If the scout clearly does better on medication than off, it is expected that he will remain on medication for all activities longer than 2-3 hours.





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Suggested Strategies• We• Tell the Scouts in advance what they will learn • Provide a combination of visual, written and oral

instructions since these help the Scout to focus and remember the key parts of a learning activity.

• Repeat instructions often • Break large tasks into a set of smaller tasks or steps

and monitor for completion of each step Make a written list of these steps and allow the Scout to cross off each step as it is completed. This method may also be used for any number of tasks.

• Work on one step at a time.





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Suggested Strategies• We• Allow for extra time for some Scouts to compete

certain steps• Have different (and adjustable) activities for faster and

slower learners• Try to provide a quiet area with limited distractions. • Create a routine and expectations for each meeting.• Plan short breaks • Provide an area or time where the Scouts can move

around and release excess energy. • Establish a clearly defined and posted system of rules

and consequences for behavior.





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Suggested Strategies• We• A card or a picture may serve as a visual reminder to

use the right behavior, like raising a hand instead of shouting out, or staying in a seat instead of wandering around the room.

• Accept and praise each boy’s best effort in keeping with the Scout Oath. Never make comparisons.

• Help everyone to understand that while fair means giving everyone what he need, it is not necessarily equal. (Weinstein, 1994)





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Summing it up• Don’t Spoil Me. I know I should not

get all I ask for. I am only testing you• Don’t be afraid to be firm with me. I

prefer to know where I stand• Don’t use force with me. It teaches

me that power is all that counts. I respond better to examples of what I should do





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Summing it up• Don’t be inconsistent. You’ll just

confuse me and make me try harder to get away with anything I can

• Don’t make promises you can’t keep. I will learn not to trust you

• Don’t let me provoke you. If I say or do things to upset you, don’t blow up or I may do it again. I don’t mean it. I just want you to feel sorry for me.





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Summing it up• Don’t me feel smaller than I am. I’ll

just make up for it by acting like a big shot.

• Don’t do things for me that I can do myself. This only makes me more dependent.

• Don’t give my bad habits a lot of attention. This only encourages me to keep showing these to you





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Summing it up• Don’t correct me in front of others. It is

better to correct me quietly and in private.• Don't discuss my behavior in the heat

of conflict. I don't hear or cooperate well at this time. Do what needs to be done, but save the words for later.

• Don't preach to me. You'd be surprised how well I already know what's right and wrong





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Final WordScouts with ADHD are generally energetic, enthusiastic, and bright. Many have unique talents as well. Help them use their strengths to become leaders in your troop.


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Tools/Resources• Working with Scouts with

Disabilities – http://www.wwswd.org/

• Teenagers with ADD: A Parents’ Guide

• www.myadhd.com• www.adhdhelp.com• www.dimensionsfamilytherapy.com

http://www.myadhd.com/

http://www.adhdhelp.com/





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Referenceshttp://www.additudemag.com/adhdforums/thread/6480.html

http://scoutingmagazine.org/2000/10/unit-leaders-and-add/

http://www.bsa-gwrc.org/district/wp/guide-ADD_Handout.html

The ADD/ADHD Iceberg adapted

by permission of Chris Dendy,

Teaching Teens With ADD and ADHD:

A Quick Reference Guide.

http://www.additudemag.com/adhdforums/thread/6480.html











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References• American Academy of Pediatrics. Diagnosis and evaluation of the child with attention-

deficit/hyperactivity disorder. Pediatrics. 2000;105:1158-1170. • American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders.

DSM-IV-TR. In: Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence: Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder. Washington, DC: American Psychiatric Association; 1994:92-93.

• National Institute of Mental Health. National Institutes of Health. Attention deficit hyperactivity disorder. Available at: http://www.nimh.nih.gov/publicat/helpchild.cfm. Accessed April 19, 2002.

• U.S. Department of Health and Human Services. Mental Health: A Report of the Surgeon General. Available at: http://www.surgeongeneral.gov/library/mentalhealth/chapter3/sec4.html. Accessed April 19, 2002.

• Dulcan M. Practice parameters for the assessment and treatment of children, adolescents, and adults with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry. 1997;369(suppl):855-1215.

• American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. DSM-IV-TR. In: Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence: Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder. Washington, DC: American Psychiatric Association; 1994:92-93.

• American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. DSM-IV-TR. In: Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence: Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder. Washington, DC: American Psychiatric Association; 1994:92-93.

• National Institute of Mental Health. National Institutes of Health. Attention deficit hyperactivity disorder—questions and answers. Available at: http://www.nimh.nih.gov/publicat/adhdqa.cfm. Accessed April 19, 2002.

• National Institute of Mental Health. National Institutes of Health. Attention deficit hyperactivity disorder—questions and answers. Available at: http://www.nimh.nih.gov/publicat/adhdqa.cfm. Accessed April 19, 2002.

• American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

• Fauman, M. A. (2002). Study Guide to DSM-IV-TR. Washington, DC: American Psychiatric Publishing, Inc.


working with scouts with adhd university of scouting 2013

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