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CBT for College Students with ADHD: A Clinical Guide to Access
ISBN-13: 9783030331689 / Angielski / Twarda / 2020 / 255 str.
CBT for College Students with ADHD: A Clinical Guide to Access
ISBN-13: 9783030331689 / Angielski / Twarda / 2020 / 255 str.
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Chapter 1 ADHD in Emerging Adults Attending College
ADHD Overview
Epidemiology
Functional Impairment
Conceptual Understanding
Summary
Assessment Issues
Diagnosing ADHD
Co-Occurring Conditions
Additional Assessment Considerations
Summary
Treatment
Disability Accommodations and Pharmacotherapy
Psychosocial InterventionsCritique of Psychosocial Treatment Literature
Summary
ACCESS
Impetus for Developing ACCESSCollege STAR Project
Description of the ACCESS Program
Empirical Support
Summary and Conclusions
References
Chapter 2 General Guidelines for Planning and Implementing ACCESS
Planning ACCESS
Provider Qualifications
Student CharacteristicsScheduling Considerations
Implementing ACCESS
Group Sessions
Mentoring SessionsSocratic Questioning
Allocation of Time to Topics During Group and Mentoring Sessions
Coordinating Delivery of Group and Mentoring Components
Confidentiality Issues
Guest Speakers
Missed Meetings
Handouts
Using Portions of ACCESS
Chapter 3 Active Phase -- Week 1
GroupIntroduction to ACCESS Program
Beginning Group Session
Describe How ACCESS Is Delivered
Set Expectations for Participation and AttendanceBriefly Review Outline of Sessions and Discuss Expectations for Progress
Meet Mentors
ADHD Knowledge
What is ADHD
PrevalenceDevelopmental Course
Situational Variability
Neuropsychology of ADHD
Behavioral Strategies
Assign Between-Session Practice
Adaptive Thinking Skills
Assign Between-Session Practice
Ending Group SessionMentoring
Introduction and Confidentiality
Brief IntroductionCheck-In
Collaborative Agenda SettingLearn More About the Mentee
Clarify What Mentoring Is and Is Not
Discuss Information Presented in Group
ADHD Knowledge
Behavioral StrategiesAdaptive Thinking
Assess Mentee’s Strengths, Needs, and GoalsEnding Mentoring Session
Week 1 Handouts
Chapter 4 Active Phase -- Week 2Group
Beginning Group Session
Ask Group Members to Reintroduce ThemselvesAddress Any Carry-Over Issues from Week 1
Check to See If Connections Were Made with Mentors
Remind the Group of the Importance of Between-Session Practice
ADHD Knowledge
Start the Knowledge SectionEncourage Group Discussion
Clarify the Roles of Nature Versus Nurture
Review What Brain Areas and Functions are Likely to be Impaired
Discuss Pathways Impacting Prefrontal Cortex
Address the genetics of ADHDEncourage Students to Become Informed Consumers of ADHD Information
Direct Attention to Technology Tools
Behavioral Strategies
Start the Behavioral Strategies Section
Introduce the Planner and the To-Do listDifferent Strokes for Different Folks
Deciding Which Type of Planner to Use
Discuss Rules for Using Planners More Effectively
Invite the Group to Share Helpful Hints
Reminders to Facilitate Planner UseAsk the Group to Practice Using the Planner
Introduce the To-Do list
Addressing Obstacles to Using To-Do lists
Suggestions for Completing Unpleasant Tasks
Prioritizing Tasks Within To-Do listsAssign Between-Session Practice
Adaptive Thinking Skills
Start the Adaptive Thinking Section
Discuss Different Types of Maladaptive Thinking
Removing Barriers to Adaptive Thinking
Introduce the Three-Column Technique
Assign Between-Session PracticeEnding Group Session
Mentoring
Check-InCollaborative Agenda Setting
Review Between-Session Practice
Discuss Information Presented in Group
ADHD Knowledge
Behavioral StrategiesAdaptive Thinking
Ending Mentoring SessionWeek 2 Handouts
Chapter 5 Active Phase – Week 3
GroupBeginning Group Session
ADHD Knowledge
Start the Knowledge Section
Assessment of ADHD
Behavioral Strategies
Start the Behavioral Strategies Section
Addressing Procrastination
Organizational Techniques
Assign Between-Session Practice
Adaptive Thinking Skills
Start the Adaptive Thinking Section
Challenging Maladaptive Thinking Patterns
Generate Alternative ThoughtsRate Degree of Belief
Identify New Feelings and Behaviors
Assign Between-Session Practice
Ending Group Session
MentoringCheck-In
Collaborative Agenda Setting
Review Between-Session Practice
Discuss Information Presented in Group
ADHD KnowledgeBehavioral Strategies
Adaptive Thinking
Ending Mentoring Session
Week 3 Handouts
Chapter 6 Active Phase – Week 4
Group
Beginning Group Session
ADHD Knowledge
Start the Knowledge Section
Discuss Risk and Protective Factors
The Developmental Challenge of ADHD in College
Behavioral Strategies
Start the Behavioral Strategies SectionStrategies for Getting the Most Out of Classes
Choosing and Scheduling Classes
Paying Attention During Class
Taking Notes
Getting Help from Instructors
Assign Between-Session Practice
Adaptive Thinking Skills
Start the Adaptive Thinking Section
Using Adaptative Thinking to Improve School Performance
Assign Between-Session Practice
Ending Group SessionMentoring
Check-In
Collaborative Agenda SettingReview Between-Session Practice
Discuss Information Presented in Group
ADHD Knowledge
Behavioral Strategies
Adaptive ThinkingEnding Mentoring Session
Week 4 Handouts
Chapter 7 Active Phase – Week 5Group
Beginning Group Session
ADHD Knowledge
Start the Knowledge Section
Other Mental Health Concerns
Behavioral Strategies
Start the Behavioral Strategies Section
Studying Effectively
Distributing Study Time
Developing a Study Space
Using Distractibility Delay
Other Study Tips
Adaptive Thinking Skills
Start the Adaptive Thinking Section
Coping with Negative Emotions and Maladaptive Behavior
Assign Between-Session Practice
Ending Group Session
Mentoring
Check-In
Collaborative Agenda Setting
Review Between-Session Practice
Discuss Information Presented in GroupADHD Knowledge
Behavioral Strategies
Adaptive Thinking
Ending Mentoring Session
Week 5 Handouts
Chapter 8 Active Phase – Week 6
Group
Beginning Group Session
ADHD Knowledge
Medication for ADHD
RationaleMedication Basics
Adjusting Medications and Coping with Side Effects
Realistic Goals for Change
Behavioral Strategies
Start the Behavioral Strategies SectionTaking Exams: General Test-Taking Tips
Strategies for True/False Questions
Strategies for Multiple Choice QuestionsStrategies for Essay Questions
Managing Papers and Long-Term Projects
Break It DownOther Tips
Assign Between-Session Practice
Adaptive Thinking SkillsStart the Adaptive Thinking Section
Using Adaptative Thinking to Persist with Treatment
Assign Between-Session PracticeEnding Group Session
Mentoring
Check-In
Collaborative Agenda Setting
Review Between-Session Practice
Discuss Information Presented in Group
ADHD Knowledge
Behavioral Strategies
Adaptive ThinkingEnding Mentoring Session
Week 6 Handouts
Chapter 9 Active Phase – Week 7
Group
Beginning Group Session
ADHD Knowledge
Behavioral Strategies
Start the Behavioral Strategies Section
Healthy Lifestyles
Staying Healthy
Relaxation
Using Medication Effectively
Handling Relationships
Working in Groups
Being Professional
Assign Between-Session Practice
Adaptive Thinking Skills
Start the Adaptive Thinking Section
Using Adaptive Thinking to Improve Relationships
Assign Between-Session Practice
Ending Group Session
Mentoring
Check-In
Collaborative Agenda SettingReview Between-Session Practice
Discuss Information Presented in Group
ADHD Knowledge
Behavioral Strategies
Adaptive Thinking
Ending Mentoring Session
Week 7 HandoutsChapter 10 Active Phase – Week 8
Group
Beginning Group SessionADHD Knowledge
Employment
Money management
Personal relationships
ParentingBehavioral Strategies
Start the Behavioral Strategies Section
Setting and Achieving Goals
Maintaining New Skills
Adaptive Thinking Skills
Start the Adaptive Thinking Section
Adaptive Thinking Summary
Ending Group SessionMentoring
Check-In
Collaborative Agenda Setting
Review Between-Session Practice
Discuss Information Presented in Group
ADHD Knowledge
Behavioral Strategies
Adaptive Thinking
Ending Mentoring Session
Week 8 Handouts
Chapter 11 Maintenance Phase
Group Booster
Beginning Group Booster Session
ADHD Knowledge
Check for Questions about ADHD Knowledge
Behavioral Strategies
Discussion of Strategies
Planning Strategy Use
Consider Potential Barriers
Adaptive Thinking Skills
Check In On Use of Skills
Review and Refine Adaptive Thinking Skills as Needed
Ending Group Booster Session
Mentoring
Initial Maintenance Phase Mentoring SessionCheck-In
Collaborative Agenda Setting
Collaborative Planning Based on Current Needs and Goals
Daily Schedules
Resources
Current Needs and Goals
Identify ACCESS Content Areas Requiring Further Refinement
Ending Mentoring Session
Mid-Maintenance Phase Mentoring Session(s)
Check-In
Collaborative Agenda Setting
Collaborative Planning Based on Current Needs and Goals
Set New Goals
Ending Mentoring Session
Final Maintenance Phase Mentoring SessionCheck-In
Collaborative Agenda Setting
Collaborative Planning Based on Current Needs and Goals
Setting New Goals
Ending Mentoring SessionMaintenance Phase Handouts
Arthur D. Anastopoulos, Ph.D., received his doctorate in clinical psychology from Purdue University and currently holds the position of Professor in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where he also directs an ADHD Clinic. Throughout his career, Dr. Anastopoulos has maintained clinical and research interests in the assessment and treatment of attention-deficit/hyperactivity disorder across the life span, with a current focus on emerging adults with ADHD attending college.
Joshua M. Langberg, Ph.D., received his doctorate in clinical/community psychology from the University of South Carolina and currently holds the position of Professor in the Department of Psychology and serves as the Associate Dean for Research for the College of Humanities and Sciences at Virginia Commonwealth University. Throughout his career, Dr. Langberg has focused on the development and dissemination of interventions for adolescents and emerging adults with attention-deficit/hyperactivity disorder that are feasible to implement in community and school settings.
Laura Hennis Besecker, Ph.D., is a research scientist in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where she completed her doctorate in clinical psychology. In addition to her clinical work within the ADHD Clinic, Dr. Besecker is an instructor teaching graduate and undergraduate courses at both the University of North Carolina Greensboro and Elon University. Dr. Besecker’s clinical and research interests are focused on resilience and protective factors among youth with ADHD, anxiety, disruptive disorders, and health needs.
Laura D. Eddy, Ph.D., is a research scientist in the ADHD Clinic in the Department of Human Development and Family Studies at the University of North Carolina Greensboro. She completed her doctorate in clinical psychology at Virginia Commonwealth University. Dr. Eddy’s clinical and research interests include cognitive-behavioral theory as applied to the treatment of individuals with attention-deficit/hyperactivity disorder (ADHD), the overlap between comorbid internalizing conditions and ADHD, and the experiences of pregnant women with ADHD.
This book provides an overview of the ACCESS program, a mental health program that has been developed and tested as an efficacious treatment for college students with ADHD. This program is at the cutting edge of clinical research, incorporating treatment strategies that allow for dissemination in real world settings in order to effectively assist college students experiencing difficulties in their academic, personal, social, and emotional functioning. As cognitive behavioral approaches have proved to be the most successful psychological treatments to date, the techniques in this volume follow that model in a detailed and nuanced fashion. The authors provide a week by week breakdown of the program, supplemented by handouts and worksheets designed to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, CBT for College Students with ADHD is a crucial resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults.
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