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The Strengths of AD(H)D
by: Michelle Padilla
Introduction
While interning at an intermediate school, I began to see that many AD(H)D adolescents are viewed, (by themselves and others) in a negative light. Aust (1994) summarizes the core problems of Attention Deficit Disorder with Hyperactivity as, "…hyperactivity, impulsivity and lack of persistence." And the core problems of Attention Deficit Disorder without Hyperactivity as, "…inattention and cognitive slowness or sluggishness in performing perceptual-motor tasks." (Pg. 2). I originally began with the concept of providing support for these kids in the way of a group or mentoring process. Through research I decided to add the twist of approaching this population from a strengths perspective. Instead of focusing on the negative aspect of having AD(H)D, I decided to explore the possibility of finding the hidden talents that are covered up by the label of AD(H)D.
Statement of Need
Research shows that AD(H)D affected people, whether they are children or adults, go through life with the labels such as, "lazy, disruptive, stupid and too wild". These labels are just a few of what AD(H)D affected people hear day in and day out. Research also shows that AD(H)D affected people may display self-destructive behaviors such as suicide and substance abuse. I believe these self-destructive behaviors are partially due to their negative self-image resulting from these labels. Research also shows that many AD(H)D affected people are very gifted in areas that they enjoy. I believe that if an AD(H)D person can find that gift, they may be able to change a negative self-concept into a positive one. My objective is to help adolescents combat their negative self image by helping them find their own special gift. Even if this gift is not at genius level, (which some are) if they feel good about themselves while doing it, their self-esteem will be raised.
Description of the Intervention
After getting permission from the parents of the five AD(H)D students that I chose, I met with these students. I described to each of them my theory regarding the hidden talents of people with AD(H)D. I told them that I would like to meet with them individually once a week to do artwork, sports and music. I expressed how I wanted them to find something that they enjoyed doing. They each agreed to work with me. I also asked them to pick pretend names for themselves for this project. The names used here are fictitious, but the kids are real.
I then spent two meeting times with them to get to know them. We then completed time lines to see when they are the happiest and we did a complete the sentence worksheet. These two processes helped in building a relationship. At this point I lost John, an ADHD boy that moved. He did believe though that he had a musical talent as he can play several different instruments very well.
The intervention is not complete. So far we have worked with molding clay. Still scheduled is music with a keyboard and art work with colored pens and paper. I had planned on playing basketball with the kids, but there didn't seem to be much interest there.
Viper, a 7th grade boy believes that his talent is in sports. This is his first year on the track team. During one meet Viper brought his team from last place to second place in the relay against 8th graders. In his five track meets, Viper has held 1st place in the 220. Right before posting this, Viper brought in his semi-final ribbons. He had a 1st place ribbon for the 220, a 1st place ribbon for the 100 yard dash, a 1st place ribbon for the mile ribbon and a 2nd place ribbon for the long jump. His final ribbons were 1st, 2nd, 3rd and 5th for the above events. So yes, I too believe that Viper's talents are in sports. I also appreciate that he can already see that.
The clay has worked well with Ralph and Kelly. When I told them to make whatever they wanted, they quietly created wonderful pieces of art. Ralph made a wolf with extraordinary detail. Kelly made a park setting with a duck pond complete with duck and a frog on a lily, park benches, trees and even a garbage can.
Evaluation of the Intervention
When the intervention is complete, I will ask the kids to evaluate the process. I will create a questionnaire for them to complete. This questionnaire will be designed to determine whether or not they found any hidden talents and if they did, what were they. I will also ask them for honest feedback on what they liked and didn't like about the process. I believe that I have a relationship with each of them that fosters openness and honesty.
Reflections on the Project
I have thoroughly enjoyed working with each student. So far, I have not struggled with keeping anyone on task, as I thought I would. I have appreciated getting to know each student individually. I believe the dynamics would have been different if I had tried to do this process in a group form. I feel that on an individual basis, each student was open to this process as they had individual attention and the distraction of peer pressure was not there. I am grateful that I was able to put my agenda aside and allow their individual creativity guild this process. Had I tried to control Kelly and Ralph's clay work, I would not have gotten the creations that I did. They truly are pieces of art. These pieces of art coupled with Viper's track success lead me to believe that There really is hidden talents in most (if not all) AD(H)D affected people.
If I could change anything about this project, I would have started sooner. I wish that I had more time with these kids. I would have also planned more creative activities.
I don't know how these kids are in the classroom, at home or with their peers. In our meetings, they have been respectful, creative, open and eager and willing to participate as themselves. They are each an individual gift to this world and to my heart.
References
The information below is a handout that I received during my assessment process. Since I can't remember who gave it to me, I can't site it. It is a handout that I gave to the kids when I first met with them. I have also passed it around to anyone that's interested in it. Please do the same if you wish.
THE "good news" ABOUT ADD
People with ADD tend to:
*Be sensitive.
*Often see things from a unique perspective.
*Be spontaneous & fun.
*Great at finding things that are lost.
*Be perceptually acute & observant.
*Stand up comics-tend to see the funny side of things with originality.
*Open-not secretive.
*Energetic-particularly if it's a subject they're interested in.
*Be good networkers.
*Stand-up comics – tend to see the funny side of things with originality.
*Be friendly & open.
*Operate from a heart orientation rather than a head orientation.
*Be difficult to fool.
*Be eager for acceptance and willing to work for it.
*Be loyal & not harbor resentments.
*Look past the surface appearances and facades to the core of people, situations, and issues.
*See unique relationships between people & things.
*Be intuitive & almost have a "6th sense".
*Be cross disciplinary & inter-disciplinary, which helps them to link up ideas.
*Be practical and down to earth.
*Be creative & inventive.
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SOME FAMOUS AMERICANS WITH ADD
Edgar Allen Poe Thomas Edison Steve Mcquenn
Bill Clinton Stevie Wonder Magic Johnson
Prince Charles Robin Williams John Lennon
Walt Disney Dustin Hoffman Albert Einstein
Winston Churchill Henry Ford Ben Franklin
John F. Kennedy Ernest Hemmingway Pete Rose
Henry Winkler Mariel Hemmingway Van Gogh
Whoopi Goldberg
Wright Brothers
Cher
Tom Cruise
Michael Jordan
Babe Ruth
F. Scott Fitzgerald
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