caddac newsletter newsletter 2015.pdf · , assistant professor in the institute of child study in...

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CADDAC Newsletter April 2015

After this long dreary winter I’m sure that everyone is waiting

for spring to arrive with great anticipation. I know that I am.

CADDAC has spent these past couple of months working on

some exciting community educational events, spent time

collaborating with other mental health organizations to further

our advocacy work around ADHD medication options and has

updated our member sign up process and mass mail out

system. I hope that you’ll also await our new CADDAC

advocacy and educational endeavors with the same

anticipation as spring.

This edition of our quarterly newsletter features a number of

projects we have been working on and will be launching this

upcoming spring.

Stay connected!

www.caddac.ca

www.facebook.com/CADDAC

@CentreforADHD

Share our social media pages and website links with anyone who has an interest in ADHD! Get involved and help spread the word!

IN THIS ISSUE CADDAC NEWS

Spring News 1

Advocacy Efforts 2

New Parenting Program 2

2015 CADDAC Conference 3

RESEARCH

Ontario Drug Policy Research

Network (ODPRN) Study 4

Link between ADHD & Mortality Rate 4

ADHD and Girls 5

Meta-Analysis of Medication Misuse

amongst Postsecondary Students 6

Large Study of Tourette Syndrome

and Concurrent Diagnosis 6

IN THE NEWS

Health Canada Information Update 7

ADHD around the World:

a Trip to Qatar 8

GUEST ARTICLES

Mindful ADHD by Mark Bertin, M.D. 9

Rising to the Parenting Challenge

Karen MacMillan Ph.D., R. Psych. 12

It’s Amazing What a Summer at

Camp Does for Kids & Teens with

ADHD by Rob Deman & Donna Segal

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COMMUNITY AND EVENTS

Upcoming ADHD Events 17

ADHD PREP 20

Our Next Issue… 20

http://www.caddac.ca/

http://www.facebook.com/CADDAC

https://twitter.com/CentreforADHD

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Advocacy Efforts

CADDAC recently sent out a link to a survey created jointly with the Mood Disorders Association of Ontario, and the Tourette Syndrome Foundation. This survey was developed to give support organizations more insight into issues surrounding the direct substitution of generic medication for brand name mental health medication. For some time now stakeholders have reported worrying issues with decreased efficacy and increased side effects when switched to a generic version of the medication they are receiving. Since this does not occur for everyone, it has been difficult for us to gauge how significant this issue is. CADDAC is certainly not opposed to generic medication. It can be a valuable option for some of our stakeholders who find the cost of the brand name medication prohibitive. Our hope is that this survey will allow our organizations to gauge if these issues are significant for our stakeholders and whether we should more actively engage and advocate with Health Canada.

If you have not yet filled in this survey we encourage you to take a few minutes to do so. The survey has two versions, one for physicians and one for caregivers of children with ADHD and adults with ADHD.

Clinicians survey: https://www.surveymonkey.com/s/MFLJWFV

Patients and Caregivers survey: https://www.surveymonkey.com/s/FKC8YFB

ADHD PREP

I am thrilled to announce the spring launch of ADHD PREP. This is a program

close to my heart, because it has been on my “to do” list for a couple of

years now and we will be hosting it for the first time this April.

While parent ADHD education programs are the cornerstone of ADHD

treatment, they are in great demand while remaining difficult to access.

ADHD PREP is a comprehensive 12-hour educational program over 2 days, consisting of presentations and

interactive sessions on child and adolescent ADHD including parenting strategies and advocacy skills as well as

up-to-date medical information. The program is geared to parents of newly diagnosed children and adolescents

with ADHD, but also to parents wishing to upgrade their knowledge on the more complex aspects of ADHD,

such as ADHD and learning, executive functioning and mood regulation.

The program will occur over the April the 25th and 26th weekend from 9am to 4pm, allowing parents from

outside the local area to drive in for the weekend. Since these sessions will be small, space is limited so I

recommend registering early. The location will be at the CADDAC office, 3950 14th, Avenue, suite 604, Markham

ON, L3R 0A9.

For full information on the program please visit our website at www.caddac.ca and look under our events.

Parent Readiness Education Program

https://www.surveymonkey.com/s/MFLJWFV

https://www.surveymonkey.com/s/FKC8YFB

http://www.caddac.ca/

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We have just finalized the exciting line-up of speakers for CADDAC’s 7th Annual Conference. The conference is back in Toronto this year, hosted at the Japanese Cultural Center at Wynford Drive and the DVP. The venue is accessible via TTC by three different subway routes and a bus trip and there is a hotel within walking distance.

This year the conference will occur over two days, with the Saturday geared to educators and parents and Sunday geared to parents and adults with ADHD.

Our featured presenter for Saturday will be M.A. a learning specialist who founded The Learning Network. She is the co-author, along with Joyce Cooper-Kahn, of Boosting Executive Skills in the Classroom and will be presenting on teaching Executive Functioning skills to children with ADHD in the classroom and home setting with a breakout session specifically for educators and parents.

In addition Saturday will feature author of Organizing Solutions for People

with ADHD and The Fast and Furious Five Step Organizing Solution as well as

, Assistant professor in the Institute of Child Study in the Department of Human Development and Applied Psychology at OISE.

Day two of our conference will feature , author of The family ADHD Solution and Mindful Parenting for ADHD. Dr Bertin will be presenting on the science behind ADHD, parenting and family solutions as well as mindfulness. Also presenting on Sunday will

be , a Master Certified ADHD Coach and the Founder and President of the ADD Coach Academy. Giwerc will be presenting on Strength-Based ADHD Coaching: Why and How it Successfully Works for Adults with ADHD.

Additional details will be forthcoming on our website over the next few months, and registration will be open later this spring.

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Link between ADHD and Mortality Rates

RESEARCH

Ontario Drug Policy Research Network (ODPRN) Study:

Researchers from St. Michael’s hospital are currently conducting a research study on ADHD medications. They are recruiting adults living with ADHD to participate in confidential telephone interviews. Those who choose to participate will receive an honorarium of $35. The purpose of the interviews is to gain some insight on an ADHD patient’s experience using and accessing medication. For more information, please contact the study coordinator Alekhya Mascarenhas by email at: [email protected].

A recent study following 1.92 million people over 30+ years has found that people with ADHD have

increased mortality rates as well as being more accident prone than those without ADHD. Following all

children born in Denmark between 1981 and 2011, the study assessed ADHD and associated factors and

comorbidities while taking into account necessary adjustments based on things like parental education

and family history (among many other factors).

The results of the study revealed that factors associated with ADHD such as substance abuse, conduct

disorder and age had a significant impact on life expectancy. While the results of the study show that

people with ADHD had mortality rates more than twice as high as those without, it is important to note

that the overall total number of deaths was small, with resulting mortality rates of “5.85 per 10,000

person-years in those with ADHD compared to 2.21 per 10,000 person-years in those without ADHD”

which translates to a relatively small number.

An important aspect revealed by this study was that women and girls had increased rates of mortality,

as did those who were diagnosed and/or treated later in life/as adults. To read more about this study,

funded by the Lundbeck Foundation, please visit http://press.thelancet.com/ADHDmortality.pdf.

mailto:[email protected]

http://press.thelancet.com/ADHDmortality.pdf

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The University of California – Berkley, has recently reported findings that girls with ADHD who have

been exposed to instances of trauma are more prone to self-harm, suicide, and eating disorders.

Largely related to girls experiencing ADHD in more non-overt ways, girls often develop internalized

coping mechanisms that increase instances of depression and other conditions that are less-visible.

Analyzing the relationship between ADHD and childhood physical, emotional and sexual abuse and

neglect, the study also raises questions about the impact of ADHD on family stress and instances of

childhood abuse.

With nearly 25% of those with ADHD experiencing childhood trauma compared to 11% without, the

study has begun to analyze the overlap between ADHD and abuse in children and adolescents. While

ADHD is a biological based disorder, this study brings up the need to consider social and environmental

factors when looking at the development and experience of ADHD. While other mental health

conditions with biological basis (such as schizophrenia and depression) are treated with awareness and

consideration of environmental factors, issues such as stress and family life are rarely considered in the

understanding of childhood ADHD and long-term outcomes.

To read more about this study visit www.sciencedaily.com/releases/2015/03/150303141740.htm.

ADHD and Girls

http://www.sciencedaily.com/releases/2015/03/150303141740.htm

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A study from the University of South Carolina (USC) has conducted an analysis of data collected from 30

papers, each analyzing the rates of post-secondary student misuse of ADHD medications. Using this

collected information to bridge the extreme range of misuse statistics across individual studies,

researchers found that 17% of college students are misusing ADHD drugs.

Led by study Author Kari Benson, the results of the study indicated that students often obtain

prescription medications from friends and peers, typically with the goal of improved academic

performance. Ironically, the study also revealed a correlation between ADHD medication misuses and

poor academic performance. Medication was also revealed to be used recreationally in some cases,

with students taking medication with alcohol in the hopes of increasing their consumption limits – an

activity known to be dangerous.

With the hope of using the study to begin identifying risk factors and methods of identifying misuse

among students, the next steps will focus on collecting information that would lend itself to success

intervention on campuses.

For more information on this study visit: http://www.medicalnewstoday.com/articles/290717.php.

The Tourette Syndrome Association International Consortium for Genetics (TSAICG) has conducted a

rigorous study of Tourette Syndrome and comorbities, revealing that nearly 86% of people seeking

treatment for Tourette syndrome will receive a second psychiatric diagnosis in their lifetime. The

instances of people who will receive two or more diagnosis is approximately 58%, with Anxiety and

mood disorders being the most common comorbidities.

Those with concurrent diagnoses of Obsessive Compulsive Disorder and/or ADHD were found to have

significantly increased risk of mood and anxiety disorders, with symptoms of ADHD often appearing at

an early age and prior to the onset of tics. Interestingly, the study also revealed that those with a

parental history of ADHD had nearly twice the risk of having multiple psychiatric disorders. Researchers

hope that this information will expand clinician’s knowledge of the range of diagnostic possibilities

amongst people with Tourette Syndrome, allowing for earlier identification, collaborative care

opportunities, and improved treatment.

For more information visit: http://www.sciencedaily.com/releases/2015/03/150309145840.htm.

Meta-Analysis of Medication Misuse amongst Postsecondary Students

Large Study of Tourette Syndrome and Concurrent Diagnosis

http://www.medicalnewstoday.com/articles/290717.php

http://www.sciencedaily.com/releases/2015/03/150309145840.htm

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Health Canada recently released an information update stating that clearer warnings about risk of

suicidal thoughts and behaviours will be included in the prescribing information for all ADHD

medications: http://healthycanadians.gc.ca/recall-alert-rappel-avis/hc-sc/2015/52759a-eng.php.

Previously this warning was only included on Strattera (Atomoxetine). It is very important to read the

updated information thoroughly and pay attention to the specific language used by Health Canada.

Health Canada states that there is little evidence that ADHD medications cause suicidal thoughts and

behaviours, but that they may possibly contribute to the risk. Health Canada has not shared what

triggered the update at this time other than saying there have been some reports. Since ADHD in

itself increases the risk of suicidal ideation and behaviours physicians treating patients with ADHD are

already aware that monitoring for these symptoms is important. Additionally, ADHD can commonly

occur along with other disorders such as depression and bipolar, so physicians are aware that

additional disorders such as these need to be screened for during the assessment process. However,

an added reminder to physicians, caregivers and adults taking the medication to monitor for changes

in mood, thoughts, feelings of depression and suicidal behaviour especially when medication is

started, increased or even stopped seems to be a sensible suggestion. Awareness of potential side

effects, even when the risk is minimal is important, but should not lead to panic or stopping the

medication. Health Canada has also stated very clearly that the benefits of medications for ADHD still

continue to outweigh the risks.

Parents of children taking medication for ADHD and adults taking the medication should not be

alarmed by this warning and they should not take their children off the medication especially without

first speaking with their physician. If any of these symptoms are present caregivers and adults should

be reporting these to their physician immediately. Treating any medical disorder with medication is

always a matter of assessing the risk benefit ratio. Physicians follow this practice when prescribing

medications. Every medication has a risk of side effects, but not treating ADHD also has significant

side effects. If you have concerns speak to your physician.

IN THE NEWS

Health Canada Information Update

Health Canada releases an information update entitled “ADHD drugs may increase

risk of suicidal thoughts and behaviours in some people; benefits still outweigh risks”

http://healthycanadians.gc.ca/recall-alert-rappel-avis/hc-sc/2015/52759a-eng.php

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ADHD around the World:

a Trip to Qatar

Heidi Bernhardt

I was very fortunate to be asked to develop a training

program on ADHD for child and adolescent mental health

nursing staff in, delivering the training over 2 weeks this past

February. It is not surprising that 80% of the referrals to the child

and adolescent clinic were due to symptoms of ADHD,

very similar to the numbers here in Canada and the rest of the world.

What this small group of professionals in Qatar has been able to accomplish in the field of child and

adolescent mental health in just 2 to 3 years is truly remarkable and being able to witness it was a

phenomenal opportunity. Although the general public is behind in the acceptance of mental health

disorders (when compared to the Canadian general population), this is a perfect example of what

can be done when a government is committed to increasing mental health care for their young and

vulnerable residents. The nurses in this clinic will be acting more or less as case managers, working

with physicians as well as working with parents on home strategies, and going into schools to

observe children and then working with schools to implement teaching strategies and putting

accommodations in place.

Of course, schools in Qatar are even further behind schools in Canada in the understanding of ADHD

as a medical impairment and the training of their teachers. What struck me while in Qatar was how

much of a difference we could make in the lives of children with ADHD if we could combine the

advanced awareness of mental health disorders and ADHD in particular that we have in North

America with the commitment and resources of the Qatar government. The other thing that really

struck me while in Qatar was that no matter how far you travel in the world and despite cultural

differences, kids with ADHD are still kids with ADHD!

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GUEST ARTICLES

Of course, you might wonder, what does

following my breath or noticing that my feet

feel warm have to do with ADHD?

It’s a fair question and the answer is, you have

to start somewhere. You want to break

lifelong habits and develop new coping tools,

but you cannot begin in the midst of a

behavioral crisis. That’s why most beginning

mindfulness exercises examine far less

emotionally charged aspects of life than just

your interactions with your child or your own

ADHD. As you get more practiced down the

road, you’ll expand towards more challenging

moments and even then, the opportunity to

return to your breath will be available as a

calming and less daunting focus for your mind.

(continued on next page)

Mindful ADHD by Mark Bertin, M.D.

The following is an excerpt from Mark Bertin`s

first book, The Family ADHD Solution: A Scientific

Approach to Maximizing Your Child's Attention

and Minimizing Parental Stress.

Practicing mindfulness, we try to get out of

‘autopilot’ – mindlessly running around lost in

thought, reacting to situations without

foresight. In bringing our attention to our

moment-to-moment experience, we’ll still find

some parts of life pleasant and others

unpleasant. We also build the skill of noticing

and labeling the sensations we experience, our

thoughts and our emotions – —an essential

component of mental health. And as we

become familiar with our habits, we often

recognize what we have been doing

unconsciously – —and then have the option of

choosing a new path.

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book with our child at bedtime, we dwell on a

problem at work. Wherever we are in life, our

minds are often off somewhere else, not fully

involved with the world around us.

When we live on autopilot, something

rattles us and we stay lost in thought. We may

dwell or ruminate afterwards – —I can’t

believe she said that. I should have kept my

mouth shut. Next time what I’m going to say is

….. and through all that extra thought, we’re

not paying attention to our lives as they are

happening.

We often lose out brief moments of

peace. Frustrated that the morning unraveled,

we fail to take advantage of ten minutes

respite as our children board the bus. Our

bodies and minds remain in stress mode.

We’re ready for action, and agitated, and

formulating what we’ll say next time around.

But we’re actually in a quiet, warm house

drinking our morning coffee.

We might yell when our children

misbehave because we always have yelled

when our children misbehave, and it gets them

Stepping into Life

There I was in this store and my two

boys were running around, I didn’t know

exactly where. I was looking for new jackets

for them. I’d never get it done if I chased them

around. And then the store manager came up

and said to me, ‘“Your kids are running up and

down stairs with a four- hundred- dollar fishing

pole,’” and without thinking I said, ‘“Why were

they able to get their hands on a four- hundred-

dollar fishing pole?’ ” He looked kind of

stunned, and I felt like I’d won. And then I

looked around the store. Several people had

heard, and two had their kids right with them.

All of sudden I realized, how come I was the

only one whose kids were out of control? It

was the first moment I recognized, something

has to change.

Without effort, we live out our lives

barely payingattention to what is going on

around us. We spend so much of our time not

quite here. We carve out a little time to relax

and go for a run, and then instead of taking the

time to recharge we spend the time mentally

rehashing our financial situation. Reading a


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No habits are inherently better than any

other. At some time in life, you’ll want to

stand up to the world. At some point, you

you’ll want to take stock of yourself and

withdraw. There’s a time to yell, to react with

fear, to hyperfocus on a crisis until it is solved.

Awareness of our habits allows us to pick and

choose which we give weight to; our lives do

not need to be dominated by them. There’s

nothing right or wrong about most habits, but

there’s no need to let them run your life.

in line. And our children have learned their own

habits, their own autopilot. They’ve learned they

don’t have to listen until we start yelling.

Everything up until then is play time. Since

anything we do repetitively becomes hard wired,

these well-worn paths exist in our brains. A

pattern we fall back on becomes that much

easier to trigger the next time around, regardless

of whether it is particularly skillful, or what we’d

recommend for a friend in the same situation.

We all have our ways of responding when

challenged. Tripping on the way to the podium,

one speaker might think, What a klutz I am.

Another might think, How embarrassing, they’re

all laughing at me. Another might lash out, Who

left their bag in the aisle? You nearly killed me.

We can’t expect to, and nor should we

want to, strip ourselves of every habit. Each

response has a time and a place. Being obsessive

about cleanliness and detail is imperative for a

surgeon in the operating room. Maintaining

that same standard with your family kitchen?

Perhaps a cause of stress. What is skillful and

brilliant in one situation may not apply in

another.

Dr. Mark Bertin is a developmental pediatrician in

Pleasantville, NY. He attended the UCLA School of

Medicine, trained in general pediatrics at Oakland

Children’s Hospital and later completed fellowship

training in neurodevelopmental behavioral

pediatrics at the Albert Einstein College of

Medicine. He is an Assistant Professor of Pediatrics

at New York Medical College, on the faculty of the

Windward Teacher Training Institute, and on the

editorial advisory board of Common Sense

Media. He also leads mindfulness based stress

reduction classes, often for groups of parents.

Dr. Bertin’s books The Family ADHD solution and

Mindful Parenting for ADHD integrate mindfulness

into evidence-based ADHD care. His blog is

available through Huffington Post and Psychology

Today. For more information visit his website at

www.developmentaldoctor.com.

http://www.developmentaldoctor.com/

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As a psychologist who had worked with children and adolescents with emotional and

behavioural disorders for many years, I really thought I understood ADHD. Then I had my

first daughter.

D began talking early, she was a bright little girl and I marveled at her observations about the

world and noted her high energy level very early on. Now at age 10 D is a strong, intelligent,

beautiful, sweet girl. However, she also misses important information, frustrates others by

talking constantly, and struggles to follow a short series of instructions without becoming

distracted. She is usually in motion and she is frequently upside down.

As a parent it is very difficult to know how capable D is, yet have to work so hard to help her

get through daily routines. How do I prevent ADHD from having such a detrimental impact

on everyone in our family? How do I get her through the tasks and transitions of each day

without negatively impacting how D feels about herself? With my knowledge about the

numerous forms of increased risk, as well as the disorders often associated with ADHD, it is

easy to become concerned about my daughter's future.

Rising to the Parenting Challenge Karen MacMillan Ph.D., R. Psych.

Karen is a new CADDAC board member who is a Registered Psychologist in Calgary,

Alberta and the mother of two daughters.


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Despite my educational and professional background, I often find myself wishing I was doing a better

job of rising to the challenge of parenting a young person with ADHD and wondering: How do other

parents do this?

When I do rise to the challenge of parenting a child with ADHD ….

1. I am proactive instead of reactive. I plan ahead for the difficult parts of our day. I am creative

about how to gain and maintain her focus on tasks. I ensure she has regular body breaks and

snacks. I make sure that there are rewarding activities built into her day.

2. I choose my battles. While D needs to be at the table for supper, I recognize that does not

necessary mean she is always fully sitting in a chair! When I am tempted to correct her yet again

for something trivial, I stop myself and give her a hug and whisper something I really appreciate

about her.

3. I keep the behaviours in perspective. I dig deep for patience I may not have, use humour, take

breaks, and draw on the support of others.

4. I highlight strengths and connection. I try my best to immerse D in her areas of competence. I

support her doing things that she loves. I make time to encourage time with friends and others

who she enjoys being around.

5. I separate the child from the behaviours that I want to change. I make sure that the people

around D (including me) understand her struggles and remember to celebrate who she is.

If you have a young person with ADHD in your life, you know this is a difficult path to be on. Even

when we know what to do it does not mean we do it all of the time. I encourage you to reflect on

how you rise to the parenting challenge, and give yourself credit for all that you do.

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It’s Amazing What a Summer at

Camp Does for Kids & Teens

with ADHD

By Rob Deman & Donna Segal, Directors of

Camp Kennebec, a wonderful overnight

summer camp for kids and teens, with ADHD,

learning disabilities, anxiety and

developmental delays including autism, and

other challenges.

Parents and experts agree that non-medical

approaches to ADHD, like a summer at camp, play

an important role in helping children and teens with

ADHD cope, manage and thrive!

In February, Camp Kennebec hosted a talk entitled

Striving at School, Thriving at Play at the University of

Toronto by two ADHD experts, Drs. Doron Almagor

and Brenda Miles. Dr. Doron Almagor is a child and

adolescent psychiatrist who recently opened The

Possibilities Clinic in Toronto, and Dr. Brenda Miles is

a pediatric neuropsychologist and children’s book

author. Dr. Miles began by discussing non-medical

strategies for boosting children’s striving at school

and thriving at play. Dr. Almagor, an expert in ADHD,

continued by dispelling common myths about

inattention and hyperactivity, and explored medical

options for children and teens whose striving and

thriving is challenged by inattention and difficulties

regulating behaviour. (For a follow up interview

with Dr. Miles & Almagor, please click on this link.

In this article, we’d like to follow up on their talk, by

offering you our first hand observations as Camp

Kennebec’s directors, of the lasting benefits we’ve

seen from a summer at camp for kids and teens with

ADHD.

Top Benefits of Summer Camp for Kids &

Teens with ADHD

1. Fresh Country Air, Sunshine & Being Physically

Active Uses Energy

The most obvious, but often overlooked benefit

of a summer at camp is that campers expend so

much energy each day having fun that they are

exhausted by bedtime! Being physically tired,

after a great day is one of the best non-medical

approaches we’ve ever seen to help kids

manage their ADHD. Campers sleep well when

they’ve walked several kilometers each day to

activities, games, and adventures. Interestingly,

campers often take this increased interest in

physical activity home with them, giving parents

one more non-medical way to help kids and

teens with ADHD thrive.

http://www.campkennebec.com/

http://campkennebec.com/striving-at-school-thriving-at-play/

http://campkennebec.com/striving-at-school-thriving-at-play/

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2. Effective and Fun Ways to Learn Self Control

Here are a few examples of how campers unintentionally learn self-control and patience at camp:

Speaking quietly, acting calmly and moving slowly and deliberately around horses, so campers earn the horses’

trust

Focusing intently, standing still, and concentrating to aim a bow and arrow at an archery target

Learning the proper sequence for using a safety harness, and following a specialist’s instructions, so campers

can try our climbing wall

3. Increase In Self-Esteem and Self-Confidence

Camp is a wonderful opportunity to gain confidence and self-esteem in a supported, structured environment.

Through a system of merits and other acknowledgements, we privately and publicly recognize camper

accomplishments. Sometimes accomplishments are activity-based like getting up on water-skis, trying the zip

line, performing in the talent show or passing a swim level. Other times we recognize self-control

improvement such as completing an academic assignment, improved cooperation or respecting rules. Our

third category of “merits” are the ones where we recognize empathy such as helping out at an activity, caring

for younger children, being a good friend, and comforting another person.

4. Growing Independence

Overnight camp is the first chance many kids have to be away from home for an extended period. We offer a

high degree of choice so that campers must make their own decisions on how to spend some of their activity

time. It’s amazing how quickly campers begin to thrive on the freedom that comes from making their own

decisions based on their preferences, skills and talents, without parent, teacher or medical involvement.

Interestingly, campers typically welcome suggestions from camp staff who they see as helpful and team-like

vs. authoritative.

5. Gains in Cooperation & Coping Skills

Communal camp living provides many planned and unplanned situations to learn and improve coping skills.

Campers share a cabin, washrooms and meals with at least six other campers and counsellors and must learn

to live and play together. Even “fun” activities like canoeing, sailing and camping require the cooperation of a

team or at least a duo. It takes cabin cooperation to build a treehouse, start a campfire, prepare for a skit,

write a cabin cheer and even clean the cabin. Though the focus is on fun, camps geared for campers with

ADHD, have counsellors who suggest and explain techniques to self-regulate, deal with conflict, cope with

frustration, and control impulses.

6. Build and Use Social Skills to Make Meaningful Connections

Camp is a great place to develop, improve and practice social skills. Virtually every waking minute of the day

involves interactions with peers, younger and older campers, counsellors and activity staff. Campers quickly

learn that their actions and reactions have a very real and positive impact on their community and summer

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experience. What a great way for campers to hone their empathy skills and practice social skills. Trained staff

help problem solve, suggest appropriate interactions, and encourage socializing.

7. Skills and Improvements Often Last a Lifetime

Most of the research we’ve seen confirms what we’ve known all along: The key to meaningful improvements

in ADHD is to identify and begin to treat ADHD as early as you can. That’s why Camp Kennebec now accepts

children as young as aged six. We know that the valuable lessons our campers learn about the importance of

physical activity, how to interact with others, taking responsibility for the decisions they make, and strategies

to improve self-control and cope with difficult situations are transferred to many situations outside the camp

season. Perhaps that is one reason why parents often tell us that the improvements that they see in their

children and teens after a session at camp, last well into the school year and beyond.

We thought we’d close with a parent testimonial that reinforces all we’ve seen about the good a summer at

camp can do for kids and teens with ADHD

“I believe that my son grew more in camp each year, more than school or therapies combined, because

of the staff caring enough to help him grow. At Camp, you see the person each child is, and who he

can become. My eldest graduated high school last June with 37 credits and the confidence that he

could become a chef. In August, he will graduate from Humber College with his Blue Seal. Could he

have done it with just his parents behind him? Maybe, but he would not stand strong and tall the way

he does now, because he wouldn’t have learned a very valuable lesson…other people…people who

aren’t family…can care about you and believe in you when you are at your worst self and show you a

way to be YOUR best self! Every child has the right to learn how to grow through going away to camp,

but it can only happen for our kids if it’s the right camp…Camp Kennebec.

Sincerely

Annette”

About the Authors:

Rob Deman and Donna Segal are co-directors of Camp Kennebec, an overnight summer camp for children

with ADHD and other special needs located between Ottawa and Toronto, Ontario. Together they have

more than 40 years of camp experience. Both bring a wealth of knowledge and hands on experience and

have a shared vision that camp must be a fun, happy place that offers one-of-a-kind experiences and

huge sense of accomplishment that kids will cherish for years to come. For more information about Camp

Kennebec, visit www.campkennebec.com, email Donna or Rob at [email protected] or call us at

613-335-2114.

www.campkennebec.com

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COMMUNITY AND EVENTS

Springboard Clinic specializes in supporting children, families, and adults in all aspects of the assessment and

treatment of ADHD. It is their philosophy that being diagnosed with ADHD is not an end, but a beginning. A

fresh start. Their combined medical, psychological and coaching expertise offers an opportunity to find hope in

every step of your ADHD journey as you move forward and thrive in your life. Located in Toronto, Springboard

Clinic services all ages under one roof: www.springboardclinic.com

April Group for Parents:

Thursday evenings in April 2015, 7:00PM to 8:30PM (April 9th, 16th, 23rd, 30th)

VENUE: 1055 Yonge St., Suite 301, Toronto, ON M4W 2L2 (near Rosedale subway station)

$360 per parent ($500 per couple)

Facilitators: Anne Bailey & Tami Swartz from Springboard Clinic

This group is designed for parents of children of all ages who struggle with attention difficulties. It combines

psycho-educational learning techniques with real-life case studies. By understanding the root of their child’s

difficulty, parents will be empowered to take more control of challenging situations at home, while

collaborating with other parents to design personalized strategies and offer one another support.

Register here or contact for more information (416-901-3077 or [email protected])

May Support Group for Adults

Thursday evenings in May 2015, 7:00PM to 8:30PM (May 7th, 14th, 21st, 28th)

VENUE: 1055 Yonge St., Suite 301, Toronto, ON M4W 2L2 (near Rosedale subway station)

$360 per person

Facilitators: Anne Bailey, Ph.D., and Tara Boulden, M.Ed. (Counseling Psychology), from Springboard Clinic

This group is designed for adults who struggle with attention difficulties. It combines psycho-educational

information about ADHD with personal reflection exercises in order to empower individuals to implement

strategies in their own life to improve well-being. Through an increased understanding of ADHD and identified

areas of difficulty in one’s life, individuals will be encouraged to work towards realistic and attainable goals. In

addition, these sessions will allow adults the opportunity to offer one another support and explore the

strengths associated with having ADHD.

To register please feel free to contact 416-901-3077 or [email protected].

TORONTO

ON

Springboard Events

http://www.springboardclinic.com/

http://www.springboardclinic.com/register.php?event=Parent%20Group

tel:%28416-901-3077


tel:416-901-3077


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Parenting with ADHD: Take it from us, don’t do it alone… By Laura MacNiven

As a new mom, I have learned quickly how important it is to have “mom-friends”. Like any other

phase of life, connecting with others who are experiencing similar “ups and downs” can be vital in

helping you cope, notice the beauty in the special moments, and hold you together when things are

tough.

Being a parent doesn’t get easier. With each phase comes new moments of extreme joy, and also

times of exasperation, exhaustion and dare I say, loneliness. When you have a child with ADHD, it is all

the more important to find community with others who “get it”.

Dr. Hallowell in this book “Superparenting with ADHD” has a quote I love:

“Childhood is about unwrapping the gifts you’re born with. Every child is born with certain gifts, some

easy to unwrap, some difficult. Children who have the fascinating trait called ADHD possess

extraordinary gifts, but these gifts are unusual in that they can be hidden, and even once found, can

be quite difficult to unwrap”.

I have worked with so many families who have such wonderful-remarkable-exceptional children, and

yet really feel the pressure to parent in a way that isn’t necessarily ADHD –friendly, or who are so

relieved when they learn that they aren’t doing anything wrong, that by separating their child’s

symptoms from their identity, they are able to see past road bumps and vision the road ahead. They

are able to unwrap the gifts they know their children have inside.

Last May, Springboard ran our first parent group. It was so powerful to watch parents talk, share,

forgive together and collaborate on innovative solutions. Some parents sharing their reflections,

others asking their questions, and by working together, finding new energy, and most importantly,

they found new hope. You can’t say you’ve walked the walk, unless you have, and by bringing

together individuals who are sharing similar experiences, the vibe was one that moved us as

facilitators. Since then, we have run two more parent groups, and our next one is scheduled for April.

We look forward to learning with you, sharing what we know, and helping you find the road map that

is right for your family.

Laura MacNiven is an ADHD coach, who specializes in parent and couples work. Please see the events

section to hear about upcoming Springboard groups: April Parent Group, May Adult group.

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Mindful ADHD: Cultivating Calmness, Compassion and Clarity Dr. Mark Bertin

May 5th – June 30th, 2015

An eight week online class for parents, spouses and adults living with ADHD, integrating mindfulness into ADHD education and intervention.

Develop practical and accessible skills that will

help you:

Minimize the effects of daily stress on you and

your family

Feel calmer and less reactive in the midst of

everyday challenges

Problem solve more effectively and flexibly

Develop compassion for yourself and for others

while facing the challenges raised by ADHD

Living with attention deficit-hyperactivity disorder (ADHD) is often challenging, increasing stress and reactivity, straining relationships, and hindering the ability to address issues both creatively and consistently as they arise. Mindfulness supports all of ADHD care, from managing stress through flexible problem solving, for both individuals and families.

https://mindfulvirtualacademy.adobeconnect.com/adhd_session1_mb/event/event_info.html?campaign-

id=CADDAC

Sunday May 3rd 2015

Sign up: 9 am-10am at St. Andrew’s Presbyterian

Church,130 Clergy St. East at princess

10am: Walk Begins- to City Hall (Memorial Hall)

Free Special Event Open To All

Featuring: The Kingston New Mentality Group

Guest speaker: TBA

Family Magic show: With Rob Driscoll

Hollywood Clowns: Cory & Hayden

Community organizations in Kingston will be

offering free information:

Kingston Community Health Centers

Frontenac Community Mental Health & Addiction

Services

Big Brothers Big Sisters

Canadian Mental Health Association

Pathways for Children and Youth

Autism Ontario

Kingston's ADHD Parent Support Group

ONLINE

KINGSTON

ON

Walk for Children’s Mental

Health Kingston’s ADHD parent Support Group

https://mindfulvirtualacademy.adobeconnect.com/adhd_session1_mb/event/event_info.html?campaign-id=CADDAC



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Do you have an idea for an article? Do you have any questions about ADHD that you’d like to ask?

We are interested in research, personal essays, articles, and other information about ADHD. Do you run a support group or have an upcoming ADHD workshop? Let us know! If you have ideas about something for our next newsletter send a proposal to: [email protected].


caddac newsletter newsletter 2015.pdf · , assistant professor in the institute of child study in...

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