Does Your Child with ADHD Need Help with Homework?

Are you looking for ways to help your child or teen handle the daily struggle with homework? The struggle (theirs and yours) is real. It may look like a lack of motivation, or defiance, forgetfulness or even a learning disability but in reality, it is probably their Executive Function skills.

The Homework Help for ADHD covers seven Executive Function skills that have the biggest impact on homework and includes information on what to look for and plenty of strategies to help compensate.

Laine Dougherty - Notebook - Homework Help for ADHD - blue #1

Due to the current circumstances and requirements for social distancing, our classes and individual services will be conducted via Zoom or Google Hangouts.

The Pros and Cons of Talking to Yourself

Do you talk to yourself? It’s okay to admit it, it is perfectly normal and research says it can even be helpful. Talking to yourself can help you focus.  For example, if you are looking for your keys and you keep repeating “keys” “keys” you are more likely to find them than if you did not say anything.  Talking to yourself can help you slow down your thoughts so that you are able to process them more completely and come up with better solutions to problems. It can also help you process strong emotions and lessen their impact. Of course, listening to what you are saying to yourself is important too. That inner voice pulls from a knowledge base that is often hindered by the noise of everyday life. Used in a positive way talking to yourself can be your cheerleader, motivator, problem solver, self-esteem booster or devil’s advocate.

However, if that voice is negative, it can eat away at your self-esteem and actually have more of a negative impact on whatever it is that went wrong and on your feelings about yourself. We may not think that it has an impact but when your brain hears it, it cannot discern whether it is true or not, so it tries to justify it -often making the real solutions difficult to see.

So, listen to the words you use and how you communicate with yourself. Keep it in the positive and the results will be positive. Let it go negative and you may need several positives to cancel out the effects of that one negative. Don’t let others impact that voice that you hear and help your children learn how to best talk to themselves.

Use this information to guide your child/teen into thinking about what they are saying to themselves and pay attention to the tone and words they are using.

  • If they are talking in a negative way their brain is listening to what they are saying and it often seems that it tries to “justify or make” it true
  • Negative talk can interfere with their growth mindset by taking away that focus on effort and learning and focusing on what they can’t do or on failure instead
  • Negative self-talk impacts your child’s self-esteem and can have long lasting effects on how they feel about themselves and their abilities.

Instead, help them listen to themselves and redirect those negative voices.

  • Name that negative voice. Maybe Negative Nelly or Disappointing Dan will help them recognize when that voice shows up.
  • Have a mantra or saying they can use to rid the voice of its influence.
  • Teach them the power of the word “yet”. I am not good at math….yet, but with more effort I can be.
  • Encourage them to speak positively to themselves and to use that inner voice as their own cheerleader.

Self-talk can help us become more creative, it can solidify memories, and it can help us problem solve. Of course, if you are talking out loud and there are others around you, it may also cause people to look at you strangely:-). Do not worry about them, they probably haven’t experienced the positives that can come from talking to themselves – but if they call the “white coats” – run:-)

Change Your Mindset – Raise Your Self-Esteem

Mindset, EF's and Self Esteem

What would you do? Things are not going your way and you are having one of those days. You know, the kind of day that you struggle to write that report, meet deadlines, you burn the new recipe, or fail at something that should be easy for you. You have messed up and you and everyone else know it.

What does that internal voice say to you when that happens? Do the ANTS (automatic negative thoughts) come marching in or are you understanding and patient with yourself? Will you pick yourself up and try again or resign yourself to not being “good at” X? Things like this happen throughout our lives and based on your level of self-esteem and your mindset you may either never attempt that again or jump back in with both feet and push through it until you get it.

Imagine that two students have received low grades on their test. Their initial reactions are similar as they are confused and disappointed in themselves. What happens next determines which of them has a stronger sense of self-esteem and a growth mindset. Student A is frustrated and discouraged and hides the test in her notebook and refuses to even look at it. She makes excuses about not having enough time or not understanding because of the teacher. (Empty)Promises to do better will likely not work out and her confidence in that subject will continue to decline.

Student B takes the oppsite approach. Although she is upset, she tries to figure out what she did wrong. She asks a friend about one part and goes after school to ask the teacher about the rest of the test.

How each had studied for the test, really doesn’t matter. They both felt confident going in. Student A takes the failure as an attack on her intelligence rather than on the effort she did or didn’t put in. Student B understands that whatever happened is a matter of the amount of effort she put in.

So if self-esteem according to Webster is: “a feeling of having respect for yourself and your abilities” what would you say about the amount of self-esteem demonstrated by Students A and B? There is a more important piece to this puzzle and it is responsible for that level of self-esteem…..mindset.

Dr. Carol Dweck’s premise is that there are two kinds of mindsets; fixed and growth. “Believing your qualities are carved in stone – the fixed mindset – creates an urgency to prove yourself over and over. “  So you strive for the good grades in order to feel good about yourself. Then when you do poorly on something, you feel like a failure. Your motivation dwindles because in this mindset, nothing you can do can improve your grade. You’re stuck in a fixed mindset.  (Click here to watch a YouTube video of Dr. Dweck)

On the other hand, “The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts….everyone can change and grow through application and experience.” Same failed test causes the student with this mindset to study harder and to work at it until they get it (like Student B in our example). They are motivated to improve and believe there is no limit to what they can do with enough effort. While Student A may tend to give up before they even get started, blame circumstances or others for their failure rather than accept that they are in charge.

Here’s a chart from Dweck’s book, Mindset that clearly shows the differences between the two mindsets.

Fixed Mindset

Growth Mindset

Wants to prove intelligence or talent.

Wants to improve intelligence or talent.

Avoids challenges for fear of failure.

Engages challenges to improve.

Gives up in the face of tough obstacles.

Persists in overcoming obstacles.

Avoids hard labor.

Sees labor as the path to success.

Treats criticism as an attack.

Treats criticism as an opportunity.

Feels threatened by others’ success.

Feels inspired by others’ success.

So, what’s a parent to do? Here are three things you can do right now:

  1. Understand that students do not “try” to fail. Clearly their strategy for studying or learning in class needs help. Rather than taking away privileges, grounding or punishing, which will further encourage a fixed mindset, help your child figure out what went wrong and what they can do to make sure it doesn’t happen again.
  2. Stop telling your kids how smart they are. I know it sounds counterintuitive but the smarter they think they are the less likely they are to take risks and so will make excuses to save face if they fail. Notice instead, the effort they are putting in, the attention to details, the creativity and the process.
  3. Once kids are familiar with the two mindsets,(and feel free to talk out loud when you can use yourself as an example) they can give a silly name to the fixed mindset so that it acts like a reminder to switch their thinking. Ex. Oh no Nervous Nelly is here, I need to dump Debbie Downer, etc.

Wouldn’t it be great if we started the new year by focusing on having a growth mindset? There would be no end to what we could accomplish knowing that it isn’t a matter of our intelligence but of our mindset. We could make excuses and run from challenge or we can stand firm understanding that it is all about the effort we put in and the courage to keep at it until we get it. That boost in our self confidence could be felt throughout the day in everything we do and in everything we think we might want to do. You have to believe in yourself (that’s actually the definition of self-esteem) and your abilities in order to succeed. A growth mindset is not just for kids – it’s for everyone!

Effort or Grades – Which Means More?

080814-brainEvery day scientists are learning more and more about the brain. Research is proving that the brain can continue to grow new synapses (connections) no matter the age providing that it continues to learn “new” skills. Do you believe that your brain can grow or were you born with a certain amount of intelligence and that’s all there is?

I’m reading the book, Mindset, by Carol Dweck, Ph.D. Dweck believes that it is more important what you and/or your child believe about the brain and not what they believe about a grade or an IQ score. (Click here to watch a YouTube video of Dr. Dweck) Dweck’s premise is that there are two kinds of mindsets; fixed and growth. “Believing your qualities are carved in stone – the fixed mindset – creates an urgency to prove yourself over and over. “  So you strive for the good grades in order to feel good about yourself. Then when you do poorly on something, you feel like a failure. Your motivation dwindles because in this mindset, nothing you can do can improve your grade. You’re stuck in a fixed mindset.

On the other hand, “The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts….everyone can change and grow through application and experience.” Same failed test causes the student with this mindset to study harder and to work at it until they get it. They are motivated to improve and believe there is no limit to what they can do with enough effort.

So, as parents, do you praise your child for their grades or for their effort? One (grades) will lead to a fixed mindset whereas; praising their effort will encourage them to continue to strive for excellence. Dweck says, “The view you adopt for yourself profoundly affects the way you lead your life.” What do you think? Let me know in the comment box below.