ADHD coaching is a specialized form of coaching that focuses on helping individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) manage their symptoms and improve their daily functioning.
It is a collaborative process between the coach and the client, aimed at identifying the client’s strengths and challenges, setting goals, and developing strategies to achieve those goals.
ADHD coaching is based on the principles of cognitive-behavioral therapy (CBT) and psychoeducation, and it addresses the coresymptoms of ADHD, such as inattention, hyperactivity, andimpulsivity, as well as the associated challenges in areas like time management, organization, and problem-solving.
ADHD coaching recognizes the strengths and potential of individuals with ADHD and aims to empower them to lead successful and fulfilling lives.
Anyone who has ADHD or suspects they may have ADHD can benefit from having a coach. Specifically, ADHD coaches can be helpful to individuals who may be struggling with managing the demands of their job, home life, or academic course.
Having an ADHD coach may be an effective alternative to more traditionalADHD managementoptions such asmedicationsor psychotherapy.
How Can Coaches Help People with ADHD?
ADHD coaches can help people with ADHD in several ways:
By addressing the core challenges of ADHD and empowering clients with knowledge, skills, and support, ADHD coaches help individuals with ADHD lead more organized, productive, and fulfilling lives.
Examples of ADHD coaching strategies
Managing overwhelm
ADHD coach Karen McGillprovides a framework for understanding and managing overwhelming feelings, which is common for people with ADHD.
To help identify the source of overwhelm and find solutions, Karen introduces theSTICKSframework:
By identifying the root causes of overwhelm using the STICKS framework, individuals with ADHD can take action to regulate their emotions, bring their attention back online, and move forward with confidence and clarity.
If the expectations placed on an individual are genuinely unrealistic, they can use these tools to advocate for themselves and find a solution.
Improving productivity
One of the key strategies thatKaren McGill recommendsfor improving productivity is establishing aweekly rhythmor routine.
This involves assigning specific tasks or activities to each day of the week, creating a consistent structure that reduces decision fatigue and cognitive load.
Implementing a Weekly Routine:
By implementing a weekly rhythm or routine, individuals with ADHD can create an external structure that supports their productivity, reduces cognitive load, and helps them progress towards their goals more consistently.
Creating a routine
Karen McGill emphasizesthe importance of preparing for a successful morning routine the night before.
This involves establishing a consistent bedtime and automating the tasks that need to be completed before going to sleep.
Implementing aNight-Before Routine:
By intentionally setting the stage the night before, individuals with ADHD can create a foundation for a more successful and less stressful morning routine. This, in turn, supports better focus, productivity, and well-being throughout the day.
Benefits of Coaching
ADHD coaching has numerous benefits for individuals with ADHD:
How effective is ADHD coaching?
Research suggests that ADHD coaching can be an effective intervention, leading to improvements in ADHD symptoms, executive functioning, and overall quality of life.
One study evaluated148 college students who underwent an 8-week ADHD coaching program and found significant gains in learning and study strategies, self-esteem, satisfaction with school and work, and a reduction in emotional distress. The largest improvements were seen in time management and concentration.
Another studyutilized a large college-age sample with a no-treatment comparison group and found that 6 months of ADHD coaching resulted in higher scores on study skills and learning strategies.
However, it’s important to note that while these findings are encouraging, more research is needed to establish the long-term effectiveness of ADHD coaching and to determine which specific coaching techniques are most beneficial.
The current body of research on ADHD coaching, while promising, consists mostly of small sample sizes and limited outcome measures.
In summary, the available evidence suggests ADHD coaching is a potentially effective intervention for college students, with studies demonstrating improvements in ADHD symptoms, executive functioning, study skills, and well-being.
However, larger scale and longitudinal studies are needed to strengthen the evidence base and identify the most potent aspects of ADHD coaching.
Considerations
While ADHD coaching can be highly beneficial, there are some limitations and considerations to keep in mind:
Limitations:
You may consider ADHD coaching if you:
It may be helpful to consult with a mental health professional or ADHD specialist to determine if coaching is appropriate for your specific needs and circumstances.
They can also help you find a qualified ADHD coach who has experience working with individuals with similar challenges.
Remember, ADHD coaching is a collaborative partnership that requires your active participation and commitment. It is not a quick fix, but rather a process of self-discovery, skill-building, and growth.
How is Coaching Different from Therapy?
While ADHD coaching and psychotherapy share some similarities, there are key differences between the two approaches:
However, there is often overlap between coaching and therapy, and many ADHD coaches have a background in mental health. The right approach depends on the individual’s specific needs and goals.
Some people may benefit from a combination of coaching and therapy to address both practical skills and underlying emotional challenges related to their ADHD.
References
Ahmann, E., Tuttle, L. J., Saviet, M., & Wright, S. D. (2017). A descriptive review of ADHD coaching research: Implications for college students.Journal of Postsecondary Education and Disability, 31(1), 17-39.
Field, S., Parker, D. R., Sawilowsky, S., & Rolands, L. (2013). Assessing the Impact of ADHD Coaching Services on University Students’ Learning Skills, Self-Regulation, and Well-Being.Journal of Postsecondary Education and Disability,26(1), 67-81.
Prevatt, F., & Levrini, A. (2015). An overview of ADHD. In F. Prevatt & A. Levrini,ADHD coaching: A guide for mental health professionals(pp. 9–24). American Psychological Association.https://doi.org/10.1037/14671-002
Prevatt, F., & Levrini, A. (2015). Underlying principles and procedures used in ADHD coaching. In F. Prevatt & A. Levrini,ADHD coaching: A guide for mental health professionals(pp. 33–44). American Psychological Association.https://doi.org/10.1037/14671-004
Prevatt, F., & Levrini, A. (2015). Specific strategies for ADHD coaching. In F. Prevatt & A. Levrini,ADHD coaching: A guide for mental health professionals(pp. 83–108). American Psychological Association.https://doi.org/10.1037/14671-007
Prevatt, F., & Levrini, A. (2015). A history and overview of ADHD coaching interventions. In F. Prevatt & A. Levrini,ADHD coaching: A guide for mental health professionals(pp. 25–31). American Psychological Association.https://doi.org/10.1037/14671-003
Prevatt, F., & Yelland, S. (2015). An empirical evaluation of ADHD coaching in college students.Journal of Attention Disorders, 19(8), 666-677.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
