You might need help harnessing your superpowers.

Executive functioning is a broad, complex category of neurological skills that, for some, do not come as naturally as they do for others. Executive functioning consists of the following skills: organization, focus, shifting and sustaining attention, and memory and self-regulation, which includes the self-monitoring of tasks and regulation of emotions. Attentional challenges, such as ADHD, is one branch of executive functioning difficulties. Executive functioning and attentional challenges are often identified in children but can also be undiagnosed in adulthood. 

My Approach

The best kept secret of ADHD and executive functioning difficulties is the host of strengths that come with the brain functioning differently. I love helping clients find these strengths. For example, while individuals with ADHD may have challenges sticking with one task at a time, many have an easy time with being creative and thinking out of the box. Their ability to mentally access many ideas at once creates the perfect environment for innovation.

While I approach each client and each session uniquely, there are some tenants that remain consistent throughout my work with individuals with ADHD and executive functioning difficulties.

Teaching: As a psychologist trained in neuropsychological assessments and a former special education teacher, I find that teaching my clients about how their brain works can be practically useful and empowering.

Skills: I also provide skills to help my clients complete the task in front of them. For example, if I am working with a high school aged client with executive functioning challenges related to memory and planning, we might practice memory techniques and create routines for the teenager to habitually look ahead in his calendar. For individuals with difficulties in attention and self-regulation, I utilize a number of body-based techniques. Helping clients notice how it feels in their body when they are feeling anger, overwhelm, or stress can help them to more easily regulate that feeling and move forward intentionally rather than reactively. Similarly I help clients with attention challenges identify when they are feeling “tuned in” or focused versus “tuned out” or unfocused. These interventions enable the person to shift more seamlessly depending on what they are wanting to pay attention to.

Support: In my work I pay close attention to shame. Children and adults with executive functioning challenges or ADHD are often incredibly misunderstood. Many of the behaviors typically exhibited by individuals with these challenges can be interpreted as being “disruptive,” “lazy,” or “not paying attention.” This could not be farther from the truth. Individuals with ADHD and executive functioning challenges have a strong desire to learn and be successful, but experience invisible challenges that make it hard to do some of the things that come naturally to others, like sustaining attention or completing assignments on time. Helping my clients understand these misunderstandings allows them to not personalize the misunderstandings of others and avoid feeling ashamed of their difficulties.

Emotional Processing: Some individuals with ADHD or executive functioning challenges can identify their early attention difficulties coming from challenges when they were younger called “attachment wounds.” When children experience challenges, paying close attention to the circumstances or others around them can increase their distress. Becoming distracted is a way of coping. In therapy we work to undo the pattern of distraction as protection by identifying the early childhood difficulties, bringing soothing to the hurt they caused, and practicing paying attention under less distressing circumstances. Through this approach, I have seen individuals make marked progress in their ability to pay and sustain attention.

We can discuss your experiences with ADHD and/or executive functioning challenges further during a free phone consultation.