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Coaching Children with ADHD
- 1. Coaching Children with ADHD Dr. Caroline White Incredible Years Trainer Consultant Clinical Psychologist Head of CAPS Early Intervention Manchester, UK
- 5. WHY DO COACHING? • In studies of young children with conduct problems more than 30% were also comorbid for internalising problems • Aggression and inadequate impulse control lead to problems in relationships and developing friendships
- 8. HOW DO CHILDREN LEARN ABOUT REGULATION? • Early social-emotional development occurs in the context of parenting. • Maternal emotion and parent–child interactions are key.
- 9. PARENTS ARE THE KEY! • Evidence that maternal sensitivity is causally related to positive child development, including: • • secure attachment • self-regulation • social functioning • cognitive competence
- 11. TYPES OF COACHING • Academic coaching – focus comments on academic skills • Persistence coaching – comments on the child’s cognitive and behavioural state • Social coaching – model and label appropriate social skills • Emotion coaching – labelling children emotions – both positive and negative
- 12. EMOTION COACHING • “It’s really frustrating when that happens” • “You’re being so patient”
- 13. SOCIAL COACHING • “I see you’re waiting and taking turns” • “You followed his idea”
- 14. PERSISTENCE COACHING • “You are staying focused and trying again” • “You are concentrating so hard”
- 15. HOW SOON SHOULD WE BE DOING IT? • Toddlerhood reflects a period of rapid growth in social-emotional competencies, including • advancements in self-regulatory growth • early pro-social development
- 16. THE EVIDENCE • Expressions of positive affect in the home predict kindergarteners’ peer social skills. • Maternal expressions of positive affect demonstrate social competence. • Parental emotional expressivity and warmth are related to school-aged children’s expressions of empathy.
- 17. THE EVIDENCE • High levels of paternal sadness and negativity is associated with impaired abilities to identify negative emotions and use emotion word labels. • Low levels of acceptance of negative emotions has a negative influence on children’s self-regulation and on school-age children’s aggressive behaviours.
- 18. FURTHER EVIDENCE
- 19. ”YOU ARE A LITTLE APPREHENSIVE BUT GIVING IT A GO!”
- 20. “YOU ARE VERY COURAGEOUS AND STAYING CALM WHILST EATING THE EYEBALL”
- 21. PARENTAL EMOTION IS KEY
- 22. PARENTHOOD
- 23. HOW DOES IT LINK? • Parents who avoid, ignore, or minimize their children’s emotions are more likely to have children with: • Poor self-regulation • Behavioural problems • Difficult peer relationships
- 24. WE NEED TO BE ABLE TO REGULATE • Children with social and emotional skill deficits struggle to engage in the educational curriculum, are uncooperative with teachers and likely to behave antisocially • They also receive less peer support • Failure to acquire these skills results in long-term emotional and behavioural problems, school dropout, substance abuse and violent criminality
- 25. WE NEED TO BE ABLE TO REGULATE • These difficulties are precursors for • later mental health problems • antisocial behaviour • problems with substance abuse and other risk- taking behaviours during adolescence
- 26. WE NEED TO BE ABLE TO REGULATE • Emotional competence is associated with • improvements in pro-social behaviour and attentional skills • reduces the risk of behaviour problems and difficulties in the transition to school
- 27. HOW CAN PARENTS HELP? • Parents promote their children’s understanding of emotions by • talking about emotions • using emotion words • labelling emotions • supporting children’s regulatory attempts in emotionally charged situations • generally using such situations as opportunities to build their children’s awareness and skills in managing emotions
- 28. EXAMPLES OF EMOTION COACHING • “You look frustrated about that but you are staying clam and trying to solve the problem” • “I could tell that you felt shy about asking her to play; it was really brave of you to try it” • Angry or shy feeling is validated without giving it too much attention and also expresses faith that the child will be able to cope and produce a positive outcome
- 29. CONTRIBUTION FROM SOCIAL LEARNING THEORY • Children's behaviours are learned from their interactions with significant people in their lives • Behaviours are maintained by environmental reinforcers • Focus on changing maladaptive behaviours by changing the environmental contingencies which maintain them
- 30. HOW IS COACHING DIFFERENT TO PRAISE? Imagine …..
- 31. HOW IS COACHING DIFFERENT TO PRAISE? “Well done for concentrating and trying again” “You are concentrating and trying again” “Now concentrate and try again”
- 33. SOCIAL PHOBIA/SEPARATION ANXIETY Child anxious to go to school Parents remove aversive stimuli and let child stay home Childs anxiety remains School Refusal
- 34. WHERE DOES THE COACHING WORK? Child anxious to go to school Parents remove aversive stimuli and let child stay home Childs anxiety remains School Refusal
- 35. WHERE DOES THE COACHING WORK? Child directed play Promotes secure parent child relationship Builds self confidence Emotion coaching Helps deal with fear Encourage and give attention to brave behaviour Social coaching Improve positive peer relationships Improves relationships with school staff
- 36. THE OUTCOME Child anxious to go to school Parent success- fully coaches the child Childs anxiety dissipates Child attends school
- 38. ADHD AND CONDUCT PROBLEMS Child constantly on the go Parents shout, constantly talk about inability to do things Child believes they are unable to regulate Aggression, impulsivity
- 39. WHERE DOES THE COACHING WORK? Child constantly on the go Parents shout, constantly talk about inability to do things Child believes they are unable to regulate Aggression, impulsivity
- 40. WHERE DOES THE COACHING WORK? Child directed play Promotes secure parent child relationship Builds self confidence Persistence coaching Helps believe can stay on task Helps recognise self regulation Emotion coaching Deals with frustration Deals with anger Social coaching Improve positive peer relationships Improves likeability factor!
- 41. THE OUTCOME Child constantly on the go Parent uses successfully coaches Childs internal self talk helps believe can self regulate Increased ability to focus
- 42. CONNOR VIDEO
- 43. LEARNING TO SKI
- 44. “I CAN SEE YOU’RE CONCENTRATING REALLY HARD”
- 45. “YOU ARE SO HAPPY WHEN YOU ARE SKIING AND FOCUSSING HARD”
- 46. ”YOU ARE CONCENTRATING AND MAKING PROGRESS”
- 47. “IT’S VERY FRUSTRATING WHEN THAT HAPPENS”
- 48. “YOU’RE TRYING AGAIN, EVEN THOUGH IT’S DIFFICULT”
- 49. ALICE VIDEO