Anxiety and ADHD: Too Many Hands on the Wheel
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Transcript of Anxiety and ADHD: Too Many Hands on the Wheel
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Anxiety and ADHD: Too Many Hands on the
Wheel
Chris McCurry, Ph.D.
ABCD, Inc.
Seattle, WA
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In the next hour we will discuss
The origins of child anxiety and ADHD within the contexts of normal development and parent-child transactions
A new way of thinking about your child’s anxiety; one based on intention and attention
Strategies for responding to your child’s anxiety by addressing attention
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Anxiety Prevalence Percentages of normal school
children 4 to 12 years of age reporting:
fears 75.8 worries 67.4 scary dreams 80.5
One year prevalence of anxiety disorders: between 6 and 20%. Equal to between 3 and 8 million children in the U.S.
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Anxiety Facts
About half of all children with an anxiety disorder meet criteria for a second anxiety disorder
Girls are somewhat more likely to have anxiety disorders than are boys
Anxiety is more common than ADHD
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Anxiety Facts
The #1 cause of anxiety in children is
scary information
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Assessing Stress, Anxiety, and Fear
Anxiety is a problem when…
The child is unable to meet age-appropriate and required challenges
The child’s response to these challenges is disproportionate to the situation or his age
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Developmental Factors The child does not have to recognize that
his fear or worry is unreasonable
Somatic complaints (stomach ache, headache) are common
Crying, irritability, anger and defiance are common
A return of bedwetting, thumb sucking, or clinginess can be a sign of anxiety and stress
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Between five percent and 15 percent of children in the general population are diagnosed with an anxiety disorder
Recent studies shown that one fourth of children with ADHD exhibit some symptoms of an anxiety disorder
These results would imply a high incident rate of anxiety disorders in children with ADHD compared to the general population
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ADHD Diagnosis by State
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ADHD Diagnostic Facts Approximately 9.5% or 5.4 million children 4-17 years of age have ever
been diagnosed with ADHD, as of 2007
The percentage of children with a parent-reported ADHD diagnosis increased by 22% between 2003 and 2007
Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of 5.5% per year from 2003 to 2007
Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD
Rates of ADHD diagnosis increased at a greater rate among older teens as compared to younger children
Prevalence of parent-reported ADHD diagnosis varied substantially by state, from a low of 5.6% in Nevada to a high of 15.6% in North Carolina
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Combined Anxiety and ADHD Children with both disorders are often referred for
treatment at a later age than ADHD without anxiety
Children with both anxiety and ADHD tend to be less impulsive than children with ADHD alone
Anxious + ADHD children may be at lower risk for developing a conduct disorder
Children with Anxious + ADHD may exhibit more social difficulties
They may show no difference in overall school performance but have more information processing and working memory issues deficits
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Response to Medications
Studies are all over the map: anxious + ADHD children had a less robust stimulant response (30% vs. 80%) or showed no difference (more recent studies)
In some children there appeared to be an increase in side effects including tics and sadness (earlier studies)
For some children stimulant treatment worsened symptoms of anxiety (earlier studies)
Some recent small-scale studies suggest a combination of stimulant and SSRI can be helpful
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Sorting out Anxiety and ADHD
Inattention is a hallmark of ADHD. An anxious child may also be inattentive, but this is usually because the child is preoccupied by excessive worry, tension, and nervousness. When the anxious child is calm, there are few signs of poor focus, impulsivity, and distractibility
Children with ADHD and anxious children both can have trouble sleeping at night. Anxious children, however, have much more difficulty with fatigue during the day.
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Sorting out Anxiety and ADHD
Anxious children often have physical complaints, such as headaches or stomach aches
Children with ADHD, when they are not medicated, typically do not have these complaints
However, some of the side-effects of drugs such as Ritalin are headaches and stomach problems
Children with ADHD may experience transient context-specific physical complaints; e.g., stomach ache the morning of test at school
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Bottom Line Assess for learning issues which may
contribute to academic struggle and avoidance
Identify specific thoughts (e.g., worries) that suggest anxiety
Employ cognitive-behavioral techniques and environmental supports
Proceed cautiously if using medications
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The Limbic System of the Brain
It makes sense that ADHD and Anxiety would be linked- both have their origins in the Limbic System deep within the brain
The limbic system is where our fight-or-flight system resides, which is activated under apparent threat (Modern Anxiety)
This system is responsible for motivation and goal seeking/attainment
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The Frontal Lobes of the Brain
The part of the brain that guides goal-directed behavior and our fleeing or fighting is further forward in the frontal lobes
The frontal lobes are involved in Classic Anxiety: anticipation of threat
Bottom Line- anxiety and ADHD behaviors (thoughts, feelings, actions) originate in similar parts of the brain
Communication between the limbic system and the frontal lobes is crucial for self regulation
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We are all descendents of the
paranoid people
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Diagnostic Issues
There is no “test” for either ADHD or Anxiety
Observations (parents, teachers) and self-report: Counting up the symptoms
Agreement between parent and child is low: parents typically identify more ADHD symptoms and fewer anxiety symptoms than does the child
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The Hairball Model of Psychopathology
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“I can act my way into feeling better sooner than
I can feel my way into acting better”
O.W. Mower
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Characteristics of Very Young Thinking
Egocentric Idiosyncratic / Magical Fusion (internal and external) Psychic Equivalence / Literality Rigidity Binary
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Under stress, they (and we) will regress
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Anxious BehaviorCharacterized by
Avoidance or escape Freezing up Attempts to get help or
control the feelings General distress and
dysregulation
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Gambits Gambit: an opening move in
chess in which a player sacrifices a pawn or other piece in order to gain an advantage
More generally, any maneuver by which a person hopes to gain an advantage, often by inviting another person to take part in the maneuver in some way
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The Anxiety Gambit
A child’s anxious behavior invites (compels) the caregiver to participate in the anxiety as a witness, confidante, cheerleader, task master, lifeguard, or most commonly, as a rescuer
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The Anxiety Dance
Anxiety behaviors are an effort to engage the caregiver in the anxiety dance, in order to achieve …
Emotional Avoidance utilizing …
Escape/Avoidance Attempts at Control
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The Reactive Dance Child becomes distressed (and
regressed) Child, seeking rescue, acts out his
distress in dramatic, regressed, and/or confusing ways
Parent becomes distressed Parent seeks escape from this situation The immediate goal for both parent
and child becomes escape or control in the present, avoidance in the future
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A Responsive Dance Child becomes distressed Child, seeking rescue, acts out his distress in dramatic,
regressed, and/or confusing ways Parent becomes distressed
Parent acknowledges the distress with specific language and makes connections to the cause and to the child’s current “wanna-do’s”
Parent models distress tolerance and orients the child to the original goal, coping skills, or to a viable solution to the actual problem
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The Role of Attention
The word “attention” comes from the Latin attendere,
meaning “to stretch forward”
As opposed to “vigilance”
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The Attention Spotlight
Shifting attention from negative thoughts and feelings to actionable goals
Breathing and orienting to an “affect neutral” stimulus
The distraction paradox
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“Awareness creates the possibility of
choice”
Siegel and Hartzell
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Strategies for the parent
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S.O.B.E.R. Stop Observe Breathe Expand Respond
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S.O.R.B.E.T. Stop Observe Relax Breathe Expand Teach
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Graybar’s First Law of Human Behavior
“All behavior is a message, and a behavior won’t begin to change until the person
knows his message has been received”
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Validation Closes the communication loop:
“message received” Provides accurate and nuanced
emotional vocabulary Replaces ineffective reassurance in
many situations Says nothing about your agreeing
with them or the “appropriateness” of that thought or feeling at the time
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Validation Promotes mentalizing and
undermines fusion and psychic equivalence
Links outer events with private events and the wanna-do’s
Articulates the process; both currently and what’s possible
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Validation Strategies Simple and specific statements;
“You’re feeling …” “You’re having one of those ‘I can’t do it’
ideas”
Identify expectations; “You thought there would be popsicles” “You want me to carry you now”
“I wonder” and “Ah” statements
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“Mommy needs to get mad at you in a weird calm voice now”
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Whole Body Validation
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Strategies for the child
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Muscle Tone Exercises
Tense and Release Really small face / Really big
face Turtle Squeezing Lemons
Relaxation Plus Spider Push-ups Moving without moving
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Breathing Exercises
Belly Breath Finding Your Breath Ferris Wheel Breath Up and Over Breath Darth Vader Breath Alien Breath
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Commitment and Acceptance: Two Sides of the Same Coin
Effort, Frustratio
n, and Sacrifice
To Be A Good
Student
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Cognitive Fusion
As described above- the tendency to treat thoughts and feelings as if they were directly and immutably connected to events in the external world
Also known as “literality” and “psychic equivalence”
Often seen as “thought-action fusion” and verbal rules
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Defusion Exercises
Naming and cataloging Emotional vocabulary Boats on a river Center of the cyclone Illusions
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More Defusion Exercises
Passengers on the bus
The Chessboard
Goggles
Faces / Vase
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Mindfulness Exercises Observing the breath Eating Listening Smell Touch Seeing Taking your mind for a walk Descriptions v. Judgments
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Descriptions v. Judgments
It’s cloudy today Dallas leads the NBA series 3
games to 2 I went to school on Monday This cup is blue and white This cup is special My brother got more than I did I’m good at soccer
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Growing Stress-Resilient Kids
Regular exercise
Healthy diet
Good sleep habits
Promote friendships and community
Create context and narrative (spiritual, philosophical, historical) so that effort and struggle have meaning
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Growing Stress-Resilient Kids
Listen and validate
Clear and (reasonably) consistent expectations
Model stress management and self-regulation: Think out loud as you cope and problem solve
Make time for yourself
Acknowledge mistakes and move on
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