ebook_ADHD2019

The World Federation of ADHD Guide 69 Those with ADHD also need recognition and encouragement of their strengths. Many get very frequent feedback from parents, teachers and peers about what they are doing wrong and how they are not doing what is expected. It is easy for them to learn to think of themselves as less capable than others their age and less able than they actually are. Parents can strengthen self-esteem and positive motivations when they identify and support specific strengths and talents of their children, providing them opportunities to develop and be recognized for those abilities. For some this may involve encouragement to join sports teams or to take les- sons and practice to strengthen talents in art or music. Others may have interest in making craft projects or cooking or doing mechanical tasks. When parents encou- rage and show pride in abilities and accomplishments of their children, they can strengthen the self-esteem and positive motivations of their son or daughter with ADHD and counter some of the discouraging negative feedback they may often receive, especially if their ADHD is not adequately treated. Maintaining a supportive environment and routine in a family with one or more children who have ADHD is especially challenging when one of the parents has untreated ADHD. Despite very positive intentions, that parent may find it very difficult to maintain routines for self as well as for the rest of the family. If a parent of a child with ADHD has undiagnosed and untreated ADHD that is problematic, it may be very helpful for that parent to seek evaluation and treatment for his or her own ADHD. Taking such action is consistent with the “growth mindset” des- cribed below. “MINDSET” IN THOSE WITH ADHD In her book, Mindset , Carol Dweck 9 introduced the term “fixed mindset” to descri- be those who feel that they have been born with certain intelligence and abilities which sometimes may bring praise and success, but, at other times is simply insu- fficient and there is not really anything they can do to change their situation. It is as though they consider themselves a “finished product” unable to develop beyond their present level. She contrasts this with the ”growth mindset” which assumes that one can work to develop and improve one’s abilities, even after times where one has been unsuccessful. This mindset sees the self continually as “a work in progress” where change is possible through effort and persistence. Some children are often praised by parents and teachers who say things like ‘Oh, you did that so well, you’re so smart, you have so much talent” as though the good performance was simply the result of natural talent. In contrast, when a child is praised for having worked hard to do a good job, the emphasis is upon the effort, not alone on given talent and abilities. When results are disappointing, the person with the growth mindset can be more readily helped to focus on how performance can be improved to try for a better future outcome.