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Overcoming Procrastination OVERCOMING PROCRASTINATION (AND MORE): Caryn Reedy, ACC, CPCC, PMP, SPHR, SHRM -SCP Lessons from ADHD Coaching Friday, September 30, 2016 / 3:30 PM - 5:00 PM / Salon H GROUP DISCUSSION: Why are you here? What are you hoping to get out of this session? 2 WHAT IS ADHD? Attention Deficit-Hyperactivity Disorder is: A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development , has symptoms presenting in two or more settings (e.g. at home, school, or work ; with friends or relatives ; in other activities ), and negatively impacts directly on social, academic or occupational functioning . Several symptoms must have been present before age 12 years (American Psychiatric Association, 2013). American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. 3 HOW WE GOT TO TODAY 1798 Sir Alexander Crichton 1944 “Incapacity of attending with Leandro Panizzon 1987 a necessary degree of Ritalin (methylphenidate) DSM-III-R constancy to any one object” first synthesized and Attention Deficit-Hyperactivity marketed Disorder and Undifferentiated ADD 1902 1968 Sir George Frederic Still DSM-II “Abnormal defect of moral Hyperkinetic Reaction control in children” of Childhood 1800 … 1900 1925 1950 1975 2000 1844 Heinrich Hoffmann Children’s story “Fidgety Phil” 1957 1994 Franz Kramer & Hans Pollnow DSM-IV Hyperkinetic Impulse Disorder 1937 1980 Attention Deficit-Hyperactivity Charles Bradley Disorder with three subtypes: First reported positive effect of DSM-III • Predominantly inattentive Attention Deficit Disorder: • stimulant medication (benzedrine) with/without hyperactivity Predominantly in children with behavior disorders hyperactive-impulsive • Combined Information from: Lange, K. W., Reichl, S., Lange, K. M., Tucha, L. & Tucha, O. (2010). The history of attention deficit hyperactivity disorder. Attention Deficit and Hyperactivity Disorders , 2(4), 241 -255. doi : 10.1007/s12402 -010 -0045 -8 4 IMPACTS OF ADULT ADHD Ability to pay attentionDECREASED Not just a concern for children: 11 % of children in U.S. diagnosed …Up to 80% persist into adulthood Cost of ADHD. (2016). Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). http://www.chadd.org/Understanding -ADHD/About -ADHD/Data -and -Statistics/Cost -of -ADHD.aspx 5 IMPACTS OF ADULT ADHD Annual costs incurred in the U.S.: • $242 Billion overall • $194 Billion for adult ADHD • $52 Billion to treat; $18K per individual • 143.8 Million days of lost productivity Contact with the criminal justice system INCREASED Cost of ADHD. (2016). Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). http://www.chadd.org/Understanding-ADHD/About-ADHD/Data-and-Statistics/Cost-of-ADHD.aspx 6 IMPACT: TASKS Underestimating time to do things Procrastination Low motivation Perfectionism Extreme distractibility “Time blindness” Easily bored Missed details Hyperfocus Trouble initiating & reinitiating Fidgeting Difficulty staying on task Constantly taking breaks Lack of focus Incomplete work Inability to multi-task Missed deadlines Hard time remembering directions Some terms from: www.helpguide.org/articles/add-adhd/adult-adhd-attention-deficit-disorder.htm 7 IMPACT: SOCIAL CUES & RELATIONSHIPS Difficulties making & keeping friends Not thinking of consequences Trouble remembering what was said Trouble listening to others Short temper Impulsivity Chronic interrupting Speaking too quickly Talking too loudly/quietly Zoning out Inattention Wandering attention Fleeting eye contact Inappropriate or non-PC topics Explosive reactions compared to situation Some terms from: www.helpguide.org/articles/add-adhd/adult-adhd-attention-deficit-disorder.htm 8 IMPACT: EMOTIONS Easily stressed-out Instant gratification Self-medication Trouble making decisions Negative self-talk Easily frustrated Hypersensitive to criticism Low expectations of self Insecurity Excitement junky Low self-esteem Powerful inner critic Dangerous risk-taking Mood swings Sense of underachievement Irritability Some terms from: www.helpguide.org/articles/add-adhd/adult-adhd-attention-deficit-disorder.htm 9 GROUP ACTIVITY Step 1: Pair up Step 2: Example from past/present re: ADHD-like struggle • Self • Client (remember confidentiality) • Hypothetical Step 3: Coach for 15 min. (7-8 min. each coach) Step 4: Be prepared to: • Notice where client is getting stuck • Tools/techniques for getting unstuck • Anything missing for you to coach effectively? 10 SOCIAL CUES & TASKS RELATIONSHIPS EMOTIONS Underestimating Talking too loudly/quietly Instant gratification time to do things Not thinking of consequences Perfectionism Trouble making decisions Difficulties making “Time blindness” & keeping friends Easily frustrated Missed details Trouble listening to others Low expectations of self Hyperfocus Trouble remembering Excitement junky what was said Fidgeting Powerful inner critic Missed deadlines Zoning out Mood swings Constantly taking breaks Speaking too quickly Easily stressed-out Inability to multi-task Inattention Negative self-talk Difficulty remembering directions Chronic interrupting Hypersensitive to criticism Trouble initiating & reinitiating Short temper Insecurity Procrastination Fleeting eye contact Self-medication Low motivation Impulsivity Extreme distractibility Dangerous risk-taking Wandering attention Easily bored Low self-esteem Explosive reactions Difficulty staying on task compared to situation Sense of underachievement Lack of focus Inappropriate or non-PC topics Irritability Incomplete work 11 GROUP ACTIVITY: DEBRIEF Where did the client get stuck? What tools/techniques did the coach use to get unstuck? Was anything missing for you to coach effectively (or to be coached effectively)? 12 EXECUTIVE FUNCTIONS Mental processes that allow us to… • Initiate and sustain action • Engage working memory • Control impulses • Have mental flexibility • Engage in meta-cognition • Focus attention • Plan/Move between and prioritize multiple tasks • Problem solving • Interact with and manage time … toward accomplishment of a goal . Some terms from: http://developingchild.harvard.edu/science/key-concepts/executive-function/ 13 5 EXECUTIVE FUNCTIONS 1. EMOTIONAL SELF-REGULATION Moderate strong emotions Recognize emotions Self-control Delay gratification Vicarious learning Intrinsic motivation … toward accomplishment of a goal . Barkley, R. (2010, November 10). ADHD and Executive Function. Child Mind Institute. http://childmind.org/article/adhd-and- executive -function/ 14 5 EXECUTIVE FUNCTIONS 2. BEHAVIOR INHIBITION Recognize impulses Allows other EFs to take over Deter impulses … toward accomplishment of a goal . Barkley, R. (2010, November 10). ADHD and Executive Function. Child Mind Institute. http://childmind.org/article/adhd-and- executive-function/ 15 5 EXECUTIVE FUNCTIONS 3. NON-VERBAL WORKING MEMORY Objective sense of time Visual as mental maps Hindsight Remember sequence of tasks Foresight … toward accomplishment of a goal . Barkley, R. (2010, November 10). ADHD and Executive Function. Child Mind Institute. http://childmind.org/article/adhd-and- executive-function/ 16 5 EXECUTIVE FUNCTIONS 4. VERBAL WORKING MEMORY Inner dialogue ! Self-instructions & questions Self-guidance … toward accomplishment of a goal . Barkley, R. (2010, November 10). ADHD and Executive Function. Child Mind Institute. http://childmind.org/article/adhd-and- executive-function/ 17 5 EXECUTIVE FUNCTIONS 5. PLAN AND PROBLEM SOLVE Mental play Discover novel approaches Manipulate info Future aimed in the mind behavior … toward accomplishment of a goal . Barkley, R. (2010, November 10). ADHD and Executive Function. Child Mind Institute. http://childmind.org/article/adhd-and- executive-function/ 18 GROUP DISCUSSION 1. Which of these can manifest into a coachable topic? 2. What was inhibited in your coaching pairs? • Initiate and sustain action • Engage working memory • Control impulses • Have mental flexibility • Engage in meta-cognition • Focus attention • Plan/Move between and prioritize multiple tasks • Problem solving • Interact with and manage time … toward accomplishment of a GOAL . 19 HOW COACHING FITS IN As a coach, you: Recognize & name Keep the focus on EF struggles the goal Replenish willpower Meta-view Feel the future Provide accountability Engage working memory Focus attention Explore new Facilitate perspectives decision-making Facilitate Identify inner leaders & critics self-awareness Are the “scaffold” Barkley, R. A. (2011). The nature of ADHD: The executive functions and self regulation [PDF document]. http:// regentuniversity.org/acad/schcou/forms_downloads/psyd/adhd_handout_3_25_11.pdf 20 HALT! Is your client: HUNGRY? ANGRY? LONELY? TIRED? 21 POSITIVE PSYCHOLOGY Enable your client to envision and practice: Perseverance Strengths Satisfaction Appreciation Self-efficacy Optimism Well-being Interpersonal opportunities What’s STRONG , not what’s WRONG ! Costello, C. A., & Stone, S. L. (2012). Positive Psychology and Self-Efficacy: Potential Benefits for College Students with Attention Deficit Hyperactivity Disorder and Learning Disabilities. Journal of Postsecondary Education and Disability, 25 (2), 119 -129. 22 USE YOUR POWERS FOR GOOD Al Bello/Getty Images for Octagon Tony Gutierrez - AP 23 OVERCOMING PROCRASTINATION (and more) Cues to assist Task initiation & working memory reinitiation Chunking Timing devices Option lists vs. to-do lists Visualization Ultimatums Artificial consequences
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