Recent studies have linked screen time – including video game play – to concerning outcomes in children, including low self-esteem, low life satisfaction, and depressive symptoms. Screen time has also been found to be correlated with symptoms of ADHD in children and adolescents, even when earlier attention difficulties are taken into account.
Our efforts to identify the features of a resilient mindset represent more than an academic exercise. We believe that the more precisely we can articulate these features, the more successfully we can develop strategies for nurturing this mindset and resilient behaviors in ourselves and in our children.
Although medication treatment for ADHD has been shown to significantly reduce core ADHD symptoms in hundreds of studies, important concerns remain about it being prescribed inappropriately to children and teens who do not have ADHD. There is also evidence that many youth with ADHD who could potentially benefit from medication treatment do not receive it, and may realize poorer outcomes in as a result.
Telemental health is the use of telecommunications or videoconferencing technology to provide mental health services. It is sometimes referred to as telepsychiatry or telepsychology. Research suggests that telemental health services can be effective for many people, including, but not limited to those with attention-deficit/hyperactivity disorder (ADHD), post-traumatic stress disorder (PTSD), depression, and anxiety.
When a child is diagnosed with ADHD, parents confront the difficult decision about which treatment(s) to pursue to best help their child succeed. While deciding on an initial treatment plan is important, equally important is establishing a plan to monitor how well that treatment is working on a sustained basis, regardless of what specific treatment(s) is being used. This is because children’s response to ADHD treatment often changes over time and a strong initial treatment response – be that medication treatment, behavior therapy, dietary treatment, etc., – provides no assurance that important treatment benefits will persist.
Executive functioning skills are essential to navigating the classroom and the social arena in college. To do well in your courses, you must be able to draw upon functional memory, focus, and observation to process and synthesize information from lectures and readings. To complete assignments and keep on schedule, you need time management, organizational, and goal-defining skills. All of these skills fall under executive function.
Executive functioning carries over into social settings, too. To effectively network and form valuable relationships, you need emotion control, observation skills, and self-awareness.