1. Amer MM, Hovey JD. Anxiety and depression in a post-September 11 sample of Arabs in the USA. Social psychiatry and psychiatric epidemiology. 2012;47(3):409-418.

2. MentalHealth.gov. Mental Health Myths and Facts. Updated 02/28/2022. https://www.mentalhealth.gov/basics/mental-health-myths-facts

3. Wang PS, Berglund PA, Olfson M, Kessler RC. Delays in initial treatment contact after first onset of a mental disorder. Health Services Research. 2004;39(2):393-416.

4. Hasan AA, Musleh M. Barriers to seeking early psychiatric treatment amongst first-episode psychosis patients: A qualitative study. Issues in Mental Health Nursing. 2017;38(8):669-677.

5. Zolezzi M, Alamri M, Shaar S, Rainkie D. Stigma associated with mental illness and its treatment in the Arab culture: A systematic review. International Journal of Social Psychiatry. 2018;64(6):597-609.

6. Weatherhead S, Daiches A. Muslim views on mental health and psychotherapy. Psychology and Psychotherapy: Theory, Research and Practice. 2010;83(1):75-89.

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8. Alhomaizi D, Alsaidi S, Moalie A, Muradwij N, Borba CP, Lincoln AK. An Exploration of the Help-Seeking Behaviors of Arab-Muslims in the US: A Socio-ecological Approach. Journal of Muslim Mental Health. 2018;12(1)

9. Aldalaykeh M, Al-Hammouri MM, Rababah J. Predictors of mental health services help-seeking behavior among university students. Cogent Psychology. 2019;6(1):1660520.

10. Rice AN, Harris SC. Issues of cultural competence in mental health care. Journal of the American Pharmacists Association. 2021;61(1):e65-e68.

11. Eldeeb SY. Understanding and Addressing Arab-American Mental Health Disparities. Scholarly Undergraduate Research Journal at Clark. 2017;3(1):1.

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Fox, A. B., Earnshaw, V. A., Taverna, E. C., & Vogt, D. (2018). Conceptualizing and Measuring Mental Illness Stigma: The Mental Illness Stigma Framework and Critical Review of Measures. Stigma and health, 3(4), 348–376.

Hecht, Marlene, Andrea Kloß, and Anne Bartsch. “Stopping the Stigma. How Empathy and Reflectiveness Can Help Reduce Mental Health Stigma.” Media psychology. 25.3 (2022): 367–386. Web.

Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurobehavioral disorder diagnosis worldwide, affecting over 5% of children. Think of “neurobehavioral” as something happening in your brain that is impacting how you behave.

ADHD is characterized by developmentally inappropriate levels of:

• Hyperactivity/impulsivity and/or
• Inattention

There are two main categories of symptoms for ADHD (inattention and/or hyperactivity/impulsivity).

Three kinds of presentations can occur: Combined (enough symptoms from both categories), predominantly inattentive, or predominantly hyperactive-impulsive.

A child exhibiting ADHD symptoms may experience negative impacts such as:

• Academic and social difficulties (i.e., struggles in school),
• Rejection by their peers, and
• Challenges making friends.

In addition to these challenges, children at risk for ADHD are more likely to have poor social skills. Because of this challenge, they may be viewed as

• Bossy,
• Inflexible,
• Controlling,
• Easily frustrated,
• Inattentive

Couple that with struggling to cooperate, share, or take turns, and a child’s social life can take a nosedive.

Children exhibiting all symptoms of ADHD may be seen as more likely to start fights and arguments. Not only do children at risk of living with ADHD struggle socially but they may also have underlying social cognitive difficulties, such as difficulty recognizing social cues like tones of voice and facial expressions.

It is also important to note that there is a form of ADHD that is predominately inattentive. A child living with predominately inattentive ADHD is more likely to be viewed as very shy.

Due to differences in symptoms between sexes, ADHD and comorbidities are more likely to be noticed by parents and teachers in boys than in girls. For example, boys tend to exhibit higher levels of rule-breaking and externalizing behaviors when compared to girls. Also, parents of boys may expect ADHD behaviors to last for a shorter amount of time than parents of girls. As girls exhibit fewer externalizing symptoms compared to boys, girls’ ADHD symptoms and social difficulties may be less noticeable during an intervention.

A girl might be off task but just seems to be dazed or daydreaming rather than exhibiting hyperactive behaviors. Without noticing these symptoms, girls may miss parts of an intervention, potentially decreasing its overall effectiveness.

Medication is commonly used to treat ADHD symptoms, but medication alone does not resolve social difficulties. Behavioral interventions may be necessary to improve social problems. An occupational therapist, or "OT," can help children living with ADHD improve a number of skills, including:

Controlling energy levels (whether experiencing hyperactivity or low points)

• Increased organization
• Improved physical coordination and
• An improved ability to do everyday tasks - such as taking a shower, organizing their backpack, or making their bed - quickly and well.

Why the need for behavioral interventions?

Up to 50% of children with ADHD are rejected by their peers, putting them at risk for long-term challenges with depression, anxiety, low self-esteem, substance use, employment difficulties, and school failure.

When ADHD symptoms are not addressed in childhood, they can prolong into adulthood and even intensify. However, mastering skills, such as emotional regulation, the ability to focus during social interactions, being aware of how others feel, and learning to read social cues, can allow children to better integrate with their peers. The passage of time, may not necessarily improve social challenges associated with ADHD. So, it is important to notice and treat these social difficulties as early as possible to prevent future negative consequences as a child develops.

Having a parent helping a child with social skills at home may aid in the internalizing of the intervention’s desired learning outcomes. However, in addition, it is important to find a behavioral health provider that interacts well with your child. A behavioral health provider will be able to assess your child’s risk for ADHD and other behavioral health challenges and will be able to provide the professional care your child needs!

 

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I grew up with a fear of mental illness and a deep suspicion of psychiatric drugs. Which is why it took a collective five years of persuasion by my caring therapists to swallow that little pill.

Flash forward to eight years later, when I’d gone cold turkey off those meds, popped out a baby, and was a manic mess. Things unraveled fast and there I was checking into the psychiatric hospital in the middle of the night, stumbling along behind a staff. 

As we rounded the massive, high-ceilinged main room, a woman sat silently in a chair while another woman bustled softly nearby, and a few staff members chatted behind the desk. The bustling woman asked something like, “Do you want to go back to bed now, Lin?” The woman in the chair made a few small motions in response. Their conversation continued that way, the bustling woman speaking and the woman in the chair making tiny gestures in reply. 

I shrank away from the woman in the chair. She must be a patient….like me. But I wasn’t like her, my manic brain insisted. I’d talk only to the staff. I then proceeded to initiate a loud, too-friendly conversation with the women behind the desk. THEY were who I could relate to, after all. Not this strange woman who sat silent and unblinking in the middle of the night. 

Full Transcript

Read the original blog and more by D'Arcy on her blog.

Perfection Anonymous

In order to help a child with ADHD, take care of yourself first. Eat a balanced diet, get adequate sleep, exercise regularly, and find ways to reduce stress throughout the day.

Show your child how to stay calm and focused by modeling these behaviors. If your child is struggling, watching you manage your own emotions may calm them and help diffuse the situation. Staying calm will also help your child connect with you. 

Make a list of positive and unique things about your child. This will help you remain positive amidst challenges. Be sure to encourage your child in areas where they excel.

Believe that your child can learn and succeed on a daily basis and show this belief through your words and actions!

Set simple routine habits for your child's sleep, meals, play, and homework. Before going to bed, have your child prepare for the next day by picking out clothes, packing lunch, and having their backpack ready to go.

Children living with ADHD often need more time to complete tasks as compared to children not living with ADHD. Combine that with difficulty focusing and it may seem like tasks never get done. However, clocks and timers are effective tools for helping a child with ADHD manage their time and transition smoothly from one activity to another. Place clocks or timers in your child’s bedroom and in other areas of the house. Using these reminders will help your child manage their time while doing homework, playing, eating meals, and getting ready for bed. It is important to allow your child enough time to finish a task; so, consider this when setting time limits or goals for your child.

Provide a quiet place for your child to do homework. 

When you are feeling overwhelmed, ask for help from friends, family, or neighbors. You don’t have to do everything alone.

Your child’s healthcare provider can help you understand ADHD and give you tools and strategies to help your child.

Corcoran, J., Schildt, B., Hochbrueckner, R., Abell, J. (2017). Parents of Children with Attention Deficit/Hyperactivity Disorder: A Meta-Synthesis, Part I. Child and Adolescent Social Work Journal, 34(4), 281-335.

Peasgood, T., Bhardwaj, A., Brazier, J. E., Biggs, K., Coghill, D., Daley, D., & Sonuga-Barke, E. J. (2020). What Is the Health and Well-Being Burden for Parents Living with a Child with ADHD in the United Kingdom? Journal of Attention Disorders, 1087054720925899.

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). (n.d.). Parenting a Child with ADHD. Retrieved from https://chadd.org/for-parents/overview/

A registered nurse or advanced practice nurse that is certified to address the crime of sexual assault by implementing a process of high-quality medical care, accurate evidence collection, and support for sexual assault survivors.

“Victims of violence and abuse require care from a health professional who is trained to treat the trauma associated with the wrong that has been done to them.” (IAFN)

This type of violence comes in many forms including sexual harassment, stalking, sexual assault including sexual abuse of medical professionals, elder abuse, and sexual abuse of people with disabilities to name a few. SANE’s focus is on sexual assault or sexual abuse. 

Sexual assault happens in every community and affects people of all genders and ages. According to the National Sexual Violence Resource Center: Women aren’t the only victims. One in 71 men have experienced rape or attempted rape.

1 in 3 women experienced attempted or completed rape for the first time between the ages of 11 and 17. For men, it is 1 in 4. Nearly 3 out of 4 adolescents who have been sexually assaulted know their attacker.

https://www.forensicnurses.org/page/WhatisFN

https://www.nsvrc.org/statistics

https://www.ourresilience.org/what-you-need-to-know/myths-and-facts/