May 2, 2025 • 15 mins
Discover how to transform the chaos of parenting children with ADHD into a structured, nurturing journey that fosters growth and joy. Guided by Dr. Damaris Grossman's book "Parenting with Patients," we unravel the complexities of ADHD and learning differences, offering concrete strategies to tackle these challenges. Learn about the transformative power of visual schedules, breaking tasks into bite-sized steps, and engaging multiple senses through multisensory learning to create a stable environment for your child. Explore the importance of support networks, and learn how you can leverage community and professional resources for a more balanced parenting experience.
Parenting isn't a destination—it's an evolving journey where patience with both your child and yourself is essential. We delve into personalized approaches that honor the uniqueness of every family, embracing the philosophy that there is no one-size-fits-all solution. Our conversation underscores the value of self-care for parents, celebrating small victories, and nurturing your own well-being as you guide your child. Join us in fostering an environment of patience and compassion, and hear from others who are navigating similar paths. We're grateful for your engagement and look forward to your questions and insights in future episodes.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hey everyone, Welcome back for another deep dive.
Speaker 2 (00:02):
Always happy to be back.
Speaker 1 (00:03):
This time we're tackling a topic that I have a
feeling hits home for a lot ofour listeners Parenting kids,
specifically kids with ADHD, andlearning differences.
Speaker 2 (00:12):
Right.
Speaker 1 (00:13):
We've got Dr Damaris Grossman's book Parenting with
Patients as our guide and let metell you there are so many
practical strategies in here,not just for the kids but for
the whole family to use.
Speaker 2 (00:31):
Yeah, it's fascinating how often this comes
up.
You know, and yet I think thereare still so many
misconceptions about ADHD andlearning disabilities, and what
we're hoping to do today isreally unpack some of those
actionable takeaways in DrGrossman's book and hopefully
offer a few aha moments.
Speaker 1 (00:46):
I love it Okay, so before we get into all that,
let's just start basic.
When we talk about ADHD andlearning disabilities, what are
we talking about?
Speaker 2 (00:55):
So think about it this way Imagine your brain is
like a web browser.
With ADHD, it's like havinglike 20 tabs open.
Speaker 1 (01:03):
Okay.
Speaker 2 (01:04):
Videos playing on all of them, pop-up ads galore and
focus and impulse control.
They've left the chat, they'regone Now.
Learning disabilities are adifferent beast altogether.
They affect how your brainprocesses information.
So take dyslexia, for example.
Reading becomes like a realuphill battle.
Speaker 1 (01:25):
Yeah.
Speaker 2 (01:25):
But and here's where it gets really tricky Right ADHD
and learning disabilities oftengo hand in hand.
Speaker 1 (01:32):
Right.
Speaker 2 (01:32):
And that means that families are navigating multiple
, multiple challenges.
Speaker 1 (01:36):
Oh, absolutely, and that that actually is a perfect
segue into why Dr Grossman'semphasis on structure is so
important, and it's one of thosethings that seems very simple
on the surface, but when you'redealing with these challenges,
it makes a world of difference.
Speaker 2 (01:50):
Absolutely it's.
You know, imagine you're tryingto build a house, right?
Speaker 1 (01:54):
Right.
Speaker 2 (01:54):
But you don't have a blueprint, you don't have any
foundation.
Right?
That's what it's like for achild with ADHD to try to
navigate their day withoutstructure.
Speaker 1 (02:02):
Wow.
Speaker 2 (02:03):
Yeah, so it just creates the sense of chaos and
unpredictability, which ofcourse just fuels anxiety and
makes it incredibly hard tofunction.
Speaker 1 (02:12):
So it's about creating that stability and
predictability, and in the bookshe talks about visual schedules
being really, really helpful.
Speaker 2 (02:20):
Yes.
Speaker 1 (02:20):
It's like having a roadmap for your day.
Speaker 2 (02:22):
Exactly Visual schedules, designated workspaces
, even something as simple asbreaking down tasks.
Yes, kids with ADHD to thrive,you know.
Just to give you an example.
Speaker 1 (02:39):
Yeah, give me an example.
Speaker 2 (02:40):
Yeah, let's say, your child has to tidy their room.
Which can feel like thisutterly insurmountable task?
Speaker 1 (02:46):
Oh, I know.
Speaker 2 (02:47):
So instead of just saying clean your room, you
could break it down.
First let's put away all theclothes, then we'll tackle the
toys and finally we'll make sureall the books are back on the
shelf.
It's just breaking it down.
Speaker 1 (02:59):
It's manageable, Exactly.
And you know what that makes methink that this applies not
just to kids, but to us asparents too.
I mean, we're juggling a lot.
Speaker 2 (03:06):
Oh, absolutely, and that's where Dr Grossman's
emphasis on seeking supportreally resonates.
Speaker 1 (03:12):
Okay.
Speaker 2 (03:13):
You know she's a big advocate for both professional
help but also the power ofsupport groups.
And it's not about admittingdefeat, it's just recognizing
that you don't have to gothrough this alone it really is.
Speaker 1 (03:24):
It takes a village Speaking of things that can help
.
I was really intrigued by thesection on multisensory learning
.
Speaker 2 (03:31):
Yes.
Speaker 1 (03:32):
And I know we've touched on this in other deep
dives, right?
Speaker 2 (03:34):
But just to kind of remind everybody what that is
and how it applies here, yeah,so multisensory learning is
really about engaging multiplesenses at once, so sight, sound,
touch, even movement you knowand think about.
When we were kids and learningfelt more like playing.
You know, we were building withblocks, drawing with finger
(03:54):
paints, singing along to ourABCs.
That's multisensory learning inaction, and it's not just for
kids either.
Speaker 1 (04:03):
Well, and you know, and I'm right there with you,
I'm a very visual learner, likegive me all the colorful
diagrams, give me the mind maps,but how does this help, you
know, kids specifically withADHD and dyslexia?
Speaker 2 (04:17):
You know, for kids who learn and think differently,
you know those traditionalteaching methods sitting still
listening to a lecture, readingsilently those can be a recipe
for disengagement andfrustration.
Multisensory learning kind offlips the script.
It makes learning active,engaging and, most importantly,
(04:37):
memorable.
Speaker 1 (04:38):
Okay.
Speaker 2 (04:39):
So, you know, think about teaching spelling words
instead of just rotememorization.
You know, imagine having yourchild write the words in shaving
cream or create them out ofPlay-Doh.
Speaker 1 (04:48):
Oh, that's fun.
Speaker 2 (04:49):
Yeah, suddenly spelling practice becomes a
sensory experience, not a chore.
Speaker 1 (04:53):
I love that and that actually ties into another thing
that she emphasizes, which istime management.
Speaker 2 (05:06):
Yes, and time management is something I think
we could, all you know, use alittle help with, but it's
sparingly crucial, you know, forindividuals with ADHD.
Absolutely, and I appreciatethat Dr Grossman kind of
challenges that traditionalnotion of rigid scheduling which
so often backfires for peoplewith ADHD, and instead she
really advocates for a moreflexible and adaptable approach.
So think visual timers,color-coded calendars, breaking
(05:28):
down tasks into those smallerchunks and celebrating those
small wins along the way.
Speaker 1 (05:33):
Oh, I love that Celebrating the small wins,
because you know it's so easy toget caught up in that big
picture and forget to justacknowledge those little
victories.
Speaker 2 (05:42):
Right.
Speaker 1 (05:42):
That really do make a difference.
Speaker 2 (05:44):
Exactly.
Speaker 1 (05:45):
And you know, it makes me think about the
importance of self-care.
Speaker 2 (05:48):
Yes.
Speaker 1 (05:48):
Which she also talks about in the book.
Because, let's face it,parenting a child with ADHD
learning differences it'sdemanding.
Speaker 2 (05:56):
It is.
Speaker 1 (05:56):
Emotionally, physically.
Speaker 2 (05:57):
It's a marathon, not a sprint, and you can't pour
from an empty cup.
And I think one of the valuabletakeaways from Dr Grossman's
book is this permission that shegives parents to prioritize
their own well-being.
Okay, and it's not selfish,it's essential, right.
And she talks about theimportance of sleep, nutrition,
(06:19):
exercise.
You know, those foundationalpillars of self-care that we
often neglect, you know we do,we let it slide.
Yes, when we're caught up inthe whirlwind of daily life.
Speaker 1 (06:28):
Yes.
Speaker 2 (06:28):
But you know, it's not just about checking those
boxes off.
A to do list.
Speaker 1 (06:32):
Right, right.
It's about finding what trulynourishes you.
Speaker 2 (06:36):
Yes, whether that is a hot bath, a walk in nature, 10
minutes of quiet time with acup of tea.
Exactly, it's about tuning intoyour own needs and giving
yourself permission to, torecharge and replenish.
Speaker 1 (06:48):
Yeah.
Speaker 2 (06:49):
Because when you're feeling depleted, it's just that
much harder to show up as thepatient, present parent that you
strive to be.
Speaker 1 (06:57):
That's right.
Speaker 2 (06:58):
And speaking of being present, you know Dr Grossman
delves into some fascinatingholistic approaches that can be
incredibly beneficial formanaging ADHD symptoms and just
boosting overall well-being.
Speaker 1 (07:11):
Yeah, the whole section on mindfulness,
meditation, yoga.
Yes, I'll admit I was a littleskeptical at first.
Sure, I tend to think of thoseas things that you do, you know,
when you go to like a retreator something like that.
Right, not necessarily toolsfor everyday life, but she makes
a really compelling argumentfor how they can be incorporated
.
Speaker 2 (07:30):
Yeah, and it makes sense when you think about it.
I mean, mindfulness is allabout paying attention to the
present moment without judgment.
It's like training a muscle themore you practice, the easier
it becomes to direct yourattention where you want it to
go.
Okay, and for kids with ADHD,who often struggle with focus
and impulse control mindfulnesscan be a game changer.
(07:52):
It's like giving them a toolkitto manage all those raising
thoughts.
Exactly, Exactly.
And meditation goes hand inhand with mindfulness.
You know.
It's about creating that spacefor stillness, quiet
contemplation Right which can beso calming and grounding.
Speaker 1 (08:04):
Especially in our world.
Speaker 2 (08:06):
Oh, absolutely.
You know, in ourhyper-connected, always-on world
, it's so important.
Speaker 1 (08:10):
Yeah, it's so needed.
It's funny.
I've talked to a lot of parentswho say even just five minutes
of guided meditation with yourkids, maybe before bed, makes a
world of difference.
Speaker 2 (08:20):
Absolutely.
Speaker 1 (08:21):
It helps everybody kind of unwind.
Speaker 2 (08:22):
Yes, or bed makes a world of difference, absolutely.
It helps everybody kind ofunwind, yes.
And then there's yoga, whichcombines, you know, those
physical benefits of exercisewith the mental and emotional
benefits of mindfulness and deepbreathing.
Speaker 1 (08:32):
And you know.
Speaking of exercise, Iremember reading a study that
found that even a short burst ofphysical activity can have a
huge impact on focus andattention for kids with ADHD.
Speaker 2 (08:44):
Oh, absolutely.
Speaker 1 (08:45):
Like hitting the reset button.
Speaker 2 (08:46):
Exactly, exactly and beyond the physical benefits,
you know, exercise releasesendorphins, you know.
Speaker 1 (08:52):
Right, those feel good chemicals.
Speaker 2 (08:53):
Yes, those feel good chemicals that have mood
boosting and stress reducingeffects.
Speaker 1 (08:58):
Yeah, we need more of those.
Speaker 2 (08:59):
Absolutely so.
You know, whether it's yoga,swimming, dancing or just
playing tag in the park,encouraging movement and
physical activity is soessential.
Speaker 1 (09:09):
How important, so important.
And you know, all of this kindof ties back to her emphasis on
building confidence from within.
Yes, because it's not justabout managing the symptoms,
it's about helping these kidsthrive.
Speaker 2 (09:20):
Exactly, and that starts with reframing how we
view success, both for ourselvesand our children.
You know Dr Grossman reallyencourages parents to help their
kids embrace imperfection.
Speaker 1 (09:31):
Oh, that's so important.
Speaker 2 (09:32):
Yes, it's about celebrating those small
victories, you know, no matterhow seemingly insignificant, and
focusing on progress, notperfection.
Speaker 1 (09:40):
Because when you're striving for perfection, you're
just setting yourself up, Ithink, to feel defeated.
Speaker 2 (09:44):
Exactly, exactly, and that's where fostering
self-compassion comes in.
It's about treating ourselvesand our children with the same
kindness and understanding thatwe would offer to a dear friend.
Speaker 1 (09:55):
That's a good way to put it.
Speaker 2 (09:56):
Yeah, you know.
It's about recognizing that weall have our strengths and
weaknesses and that makingmistakes is just part of being
human.
Speaker 1 (10:03):
Right.
Speaker 2 (10:04):
And when we can approach ourselves and our
children with this kind ofgentle acceptance.
You know.
Speaker 1 (10:09):
Yeah.
Speaker 2 (10:10):
It creates a much more supportive and nurturing
environment for growth.
Speaker 1 (10:14):
It changes everything .
Speaker 2 (10:15):
It does, it changes everything.
Speaker 1 (10:16):
Now, before we wrap up today, I did want to circle
back to something we touched onearlier, and that's assistive
technology.
Yes, you know Dr Grossman, shededicates a whole chapter to
this.
She does, and she really divesinto how these tools can be so
beneficial for individuals withADHD and learning disabilities.
What are your thoughts?
Speaker 2 (10:37):
Well, you know, assistive technology has come a
long way.
Speaker 1 (10:40):
It really has.
Speaker 2 (10:41):
And it can be truly transformative.
Speaker 1 (10:43):
Okay.
Speaker 2 (10:43):
You know we're talking about things like
text-to-speech software for kidswho struggle with reading,
noise-canceling headphones tominimize distractions.
You know even apps that helpwith organization and time
management.
These tools can really levelthe playing field and empower
individuals to work with theirunique learning styles, rather
(11:04):
than against them.
Speaker 1 (11:04):
And empower individuals to work with their
unique learning styles ratherthan against them.
That's fantastic, and it'samazing to see how technology
can really be used in such apositive way.
But I do have to wonder and I'msure some of our listeners are
wondering the same thing how doyou find that balance between
utilizing this assistivetechnology and making sure that
kids are still developing otheressential skills, because, at
(11:25):
the end of the day, we want themto thrive.
Speaker 2 (11:27):
Right right.
Speaker 1 (11:27):
In a world where technology is always changing.
Speaker 2 (11:30):
Exactly, and that is the million dollar question,
isn't it?
Speaker 1 (11:33):
It is, it is.
Speaker 2 (11:35):
And it's something that Dr Grossman grapples with
in the book too, and I think thekey you know that she suggests
is to view assistive technologynot as a crutch but as a tool,
as one of many tools in awell-stocked toolbox.
Speaker 1 (11:51):
So it's not about relying on it solely, but it's a
tool that can really help themin a lot of ways.
Speaker 2 (11:56):
Exactly, exactly.
Speaker 1 (11:57):
But how do we do that ?
How do we make sure that kidsare thriving, you know, with
this technology and not becomingdependent on it?
Speaker 2 (12:05):
Right.
It's a conversation worthcontinuing, I think, and it
starts with mindful engagement,I think you know.
How can we encourage kids touse technology creatively,
critically, purposefully, howcan we foster those essential
human skills communication,collaboration, empathy alongside
their digital fluency?
(12:27):
These are questions I think weshould all be asking.
Speaker 1 (12:29):
We should be, yeah, as we're navigating all of this.
Speaker 2 (12:32):
Absolutely.
Speaker 1 (12:33):
Because it is here to stay.
Speaker 2 (12:35):
It is.
Speaker 1 (12:36):
And I love what you said about you know we have to
model that as well.
Speaker 2 (12:39):
Absolutely.
Speaker 1 (12:40):
Because they see everything we're doing.
Speaker 2 (12:42):
They do, they're little sponges.
They're watching us all thetime.
They do, they're little sponges.
Speaker 1 (12:44):
They're watching us all the time they are.
So, as we kind of wrap up thisdeep dive today, what are some
of the key takeaways you'rehoping our listeners are walking
away with?
Speaker 2 (12:55):
Well, I think, first and foremost, just to reiterate,
you are not alone on thisjourney.
You know parenting a child withADHD and learning differences,
you know it has its challengesbut it is also incredibly
rewarding.
It is, and Dr Grossman's bookreally does offer a wealth of
practical strategies andinsights that I think can make a
real difference in yourfamily's life.
Speaker 1 (13:17):
Yeah, and it's written in a way that feels very
approachable too.
Speaker 2 (13:20):
Yes, absolutely it does.
And remember, there's no onesize fits all approach.
Speaker 1 (13:25):
Right.
Speaker 2 (13:26):
You know it's about finding what works best for your
child and your family.
And being patient right andbeing patient.
Speaker 1 (13:31):
With yourself.
Speaker 2 (13:32):
Yes, with yourself and the process, because
parenting, you know, is ajourney, not a destination.
It is, but you know, withpatience, compassion and a
willingness to kind of embracethose new approaches, you can
create a really loving andsupportive environment where
your child can thrive.
Speaker 1 (13:51):
Beautifully said To everyone listening.
Thank you so much for joiningus on this deep dive into the
world of ADHD and learningdifferences, and remember you've
got this and, as always, keepsending in those amazing
questions.
We love hearing from you.
We'll catch you on the nextepisode of the Deep Dive.
Hey everyone, Welcome back for another deep dive.
Speaker 2 (00:02):
Always happy to be back.
Speaker 1 (00:03):
This time we're tackling a topic that I have a
feeling hits home for a lot ofour listeners Parenting kids,
specifically kids with ADHD, andlearning differences.
Speaker 2 (00:12):
Right.
Speaker 1 (00:13):
We've got Dr Damaris Grossman's book Parenting with
Patients as our guide and let metell you there are so many
practical strategies in here,not just for the kids but for
the whole family to use.
Speaker 2 (00:31):
Yeah, it's fascinating how often this comes
up.
You know, and yet I think thereare still so many
misconceptions about ADHD andlearning disabilities, and what
we're hoping to do today isreally unpack some of those
actionable takeaways in DrGrossman's book and hopefully
offer a few aha moments.
Speaker 1 (00:46):
I love it Okay, so before we get into all that,
let's just start basic.
When we talk about ADHD andlearning disabilities, what are
we talking about?
Speaker 2 (00:55):
So think about it this way Imagine your brain is
like a web browser.
With ADHD, it's like havinglike 20 tabs open.
Speaker 1 (01:03):
Okay.
Speaker 2 (01:04):
Videos playing on all of them, pop-up ads galore and
focus and impulse control.
They've left the chat, they'regone Now.
Learning disabilities are adifferent beast altogether.
They affect how your brainprocesses information.
So take dyslexia, for example.
Reading becomes like a realuphill battle.
Speaker 1 (01:25):
Yeah.
Speaker 2 (01:25):
But and here's where it gets really tricky Right ADHD
and learning disabilities oftengo hand in hand.
Speaker 1 (01:32):
Right.
Speaker 2 (01:32):
And that means that families are navigating multiple
, multiple challenges.
Speaker 1 (01:36):
Oh, absolutely, and that that actually is a perfect
segue into why Dr Grossman'semphasis on structure is so
important, and it's one of thosethings that seems very simple
on the surface, but when you'redealing with these challenges,
it makes a world of difference.
Speaker 2 (01:50):
Absolutely it's.
You know, imagine you're tryingto build a house, right?
Speaker 1 (01:54):
Right.
Speaker 2 (01:54):
But you don't have a blueprint, you don't have any
foundation.
Right?
That's what it's like for achild with ADHD to try to
navigate their day withoutstructure.
Speaker 1 (02:02):
Wow.
Speaker 2 (02:03):
Yeah, so it just creates the sense of chaos and
unpredictability, which ofcourse just fuels anxiety and
makes it incredibly hard tofunction.
Speaker 1 (02:12):
So it's about creating that stability and
predictability, and in the bookshe talks about visual schedules
being really, really helpful.
Speaker 2 (02:20):
Yes.
Speaker 1 (02:20):
It's like having a roadmap for your day.
Speaker 2 (02:22):
Exactly Visual schedules, designated workspaces
, even something as simple asbreaking down tasks.
Yes, kids with ADHD to thrive,you know.
Just to give you an example.
Speaker 1 (02:39):
Yeah, give me an example.
Speaker 2 (02:40):
Yeah, let's say, your child has to tidy their room.
Which can feel like thisutterly insurmountable task?
Speaker 1 (02:46):
Oh, I know.
Speaker 2 (02:47):
So instead of just saying clean your room, you
could break it down.
First let's put away all theclothes, then we'll tackle the
toys and finally we'll make sureall the books are back on the
shelf.
It's just breaking it down.
Speaker 1 (02:59):
It's manageable, Exactly.
And you know what that makes methink that this applies not
just to kids, but to us asparents too.
I mean, we're juggling a lot.
Speaker 2 (03:06):
Oh, absolutely, and that's where Dr Grossman's
emphasis on seeking supportreally resonates.
Speaker 1 (03:12):
Okay.
Speaker 2 (03:13):
You know she's a big advocate for both professional
help but also the power ofsupport groups.
And it's not about admittingdefeat, it's just recognizing
that you don't have to gothrough this alone it really is.
Speaker 1 (03:24):
It takes a village Speaking of things that can help
.
I was really intrigued by thesection on multisensory learning
.
Speaker 2 (03:31):
Yes.
Speaker 1 (03:32):
And I know we've touched on this in other deep
dives, right?
Speaker 2 (03:34):
But just to kind of remind everybody what that is
and how it applies here, yeah,so multisensory learning is
really about engaging multiplesenses at once, so sight, sound,
touch, even movement you knowand think about.
When we were kids and learningfelt more like playing.
You know, we were building withblocks, drawing with finger
(03:54):
paints, singing along to ourABCs.
That's multisensory learning inaction, and it's not just for
kids either.
Speaker 1 (04:03):
Well, and you know, and I'm right there with you,
I'm a very visual learner, likegive me all the colorful
diagrams, give me the mind maps,but how does this help, you
know, kids specifically withADHD and dyslexia?
Speaker 2 (04:17):
You know, for kids who learn and think differently,
you know those traditionalteaching methods sitting still
listening to a lecture, readingsilently those can be a recipe
for disengagement andfrustration.
Multisensory learning kind offlips the script.
It makes learning active,engaging and, most importantly,
(04:37):
memorable.
Speaker 1 (04:38):
Okay.
Speaker 2 (04:39):
So, you know, think about teaching spelling words
instead of just rotememorization.
You know, imagine having yourchild write the words in shaving
cream or create them out ofPlay-Doh.
Speaker 1 (04:48):
Oh, that's fun.
Speaker 2 (04:49):
Yeah, suddenly spelling practice becomes a
sensory experience, not a chore.
Speaker 1 (04:53):
I love that and that actually ties into another thing
that she emphasizes, which istime management.
Speaker 2 (05:06):
Yes, and time management is something I think
we could, all you know, use alittle help with, but it's
sparingly crucial, you know, forindividuals with ADHD.
Absolutely, and I appreciatethat Dr Grossman kind of
challenges that traditionalnotion of rigid scheduling which
so often backfires for peoplewith ADHD, and instead she
really advocates for a moreflexible and adaptable approach.
So think visual timers,color-coded calendars, breaking
(05:28):
down tasks into those smallerchunks and celebrating those
small wins along the way.
Speaker 1 (05:33):
Oh, I love that Celebrating the small wins,
because you know it's so easy toget caught up in that big
picture and forget to justacknowledge those little
victories.
Speaker 2 (05:42):
Right.
Speaker 1 (05:42):
That really do make a difference.
Speaker 2 (05:44):
Exactly.
Speaker 1 (05:45):
And you know, it makes me think about the
importance of self-care.
Speaker 2 (05:48):
Yes.
Speaker 1 (05:48):
Which she also talks about in the book.
Because, let's face it,parenting a child with ADHD
learning differences it'sdemanding.
Speaker 2 (05:56):
It is.
Speaker 1 (05:56):
Emotionally, physically.
Speaker 2 (05:57):
It's a marathon, not a sprint, and you can't pour
from an empty cup.
And I think one of the valuabletakeaways from Dr Grossman's
book is this permission that shegives parents to prioritize
their own well-being.
Okay, and it's not selfish,it's essential, right.
And she talks about theimportance of sleep, nutrition,
(06:19):
exercise.
You know, those foundationalpillars of self-care that we
often neglect, you know we do,we let it slide.
Yes, when we're caught up inthe whirlwind of daily life.
Speaker 1 (06:28):
Yes.
Speaker 2 (06:28):
But you know, it's not just about checking those
boxes off.
A to do list.
Speaker 1 (06:32):
Right, right.
It's about finding what trulynourishes you.
Speaker 2 (06:36):
Yes, whether that is a hot bath, a walk in nature, 10
minutes of quiet time with acup of tea.
Exactly, it's about tuning intoyour own needs and giving
yourself permission to, torecharge and replenish.
Speaker 1 (06:48):
Yeah.
Speaker 2 (06:49):
Because when you're feeling depleted, it's just that
much harder to show up as thepatient, present parent that you
strive to be.
Speaker 1 (06:57):
That's right.
Speaker 2 (06:58):
And speaking of being present, you know Dr Grossman
delves into some fascinatingholistic approaches that can be
incredibly beneficial formanaging ADHD symptoms and just
boosting overall well-being.
Speaker 1 (07:11):
Yeah, the whole section on mindfulness,
meditation, yoga.
Yes, I'll admit I was a littleskeptical at first.
Sure, I tend to think of thoseas things that you do, you know,
when you go to like a retreator something like that.
Right, not necessarily toolsfor everyday life, but she makes
a really compelling argumentfor how they can be incorporated
.
Speaker 2 (07:30):
Yeah, and it makes sense when you think about it.
I mean, mindfulness is allabout paying attention to the
present moment without judgment.
It's like training a muscle themore you practice, the easier
it becomes to direct yourattention where you want it to
go.
Okay, and for kids with ADHD,who often struggle with focus
and impulse control mindfulnesscan be a game changer.
(07:52):
It's like giving them a toolkitto manage all those raising
thoughts.
Exactly, Exactly.
And meditation goes hand inhand with mindfulness.
You know.
It's about creating that spacefor stillness, quiet
contemplation Right which can beso calming and grounding.
Speaker 1 (08:04):
Especially in our world.
Speaker 2 (08:06):
Oh, absolutely.
You know, in ourhyper-connected, always-on world
, it's so important.
Speaker 1 (08:10):
Yeah, it's so needed.
It's funny.
I've talked to a lot of parentswho say even just five minutes
of guided meditation with yourkids, maybe before bed, makes a
world of difference.
Speaker 2 (08:20):
Absolutely.
Speaker 1 (08:21):
It helps everybody kind of unwind.
Speaker 2 (08:22):
Yes, or bed makes a world of difference, absolutely.
It helps everybody kind ofunwind, yes.
And then there's yoga, whichcombines, you know, those
physical benefits of exercisewith the mental and emotional
benefits of mindfulness and deepbreathing.
Speaker 1 (08:32):
And you know.
Speaking of exercise, Iremember reading a study that
found that even a short burst ofphysical activity can have a
huge impact on focus andattention for kids with ADHD.
Speaker 2 (08:44):
Oh, absolutely.
Speaker 1 (08:45):
Like hitting the reset button.
Speaker 2 (08:46):
Exactly, exactly and beyond the physical benefits,
you know, exercise releasesendorphins, you know.
Speaker 1 (08:52):
Right, those feel good chemicals.
Speaker 2 (08:53):
Yes, those feel good chemicals that have mood
boosting and stress reducingeffects.
Speaker 1 (08:58):
Yeah, we need more of those.
Speaker 2 (08:59):
Absolutely so.
You know, whether it's yoga,swimming, dancing or just
playing tag in the park,encouraging movement and
physical activity is soessential.
Speaker 1 (09:09):
How important, so important.
And you know, all of this kindof ties back to her emphasis on
building confidence from within.
Yes, because it's not justabout managing the symptoms,
it's about helping these kidsthrive.
Speaker 2 (09:20):
Exactly, and that starts with reframing how we
view success, both for ourselvesand our children.
You know Dr Grossman reallyencourages parents to help their
kids embrace imperfection.
Speaker 1 (09:31):
Oh, that's so important.
Speaker 2 (09:32):
Yes, it's about celebrating those small
victories, you know, no matterhow seemingly insignificant, and
focusing on progress, notperfection.
Speaker 1 (09:40):
Because when you're striving for perfection, you're
just setting yourself up, Ithink, to feel defeated.
Speaker 2 (09:44):
Exactly, exactly, and that's where fostering
self-compassion comes in.
It's about treating ourselvesand our children with the same
kindness and understanding thatwe would offer to a dear friend.
Speaker 1 (09:55):
That's a good way to put it.
Speaker 2 (09:56):
Yeah, you know.
It's about recognizing that weall have our strengths and
weaknesses and that makingmistakes is just part of being
human.
Speaker 1 (10:03):
Right.
Speaker 2 (10:04):
And when we can approach ourselves and our
children with this kind ofgentle acceptance.
You know.
Speaker 1 (10:09):
Yeah.
Speaker 2 (10:10):
It creates a much more supportive and nurturing
environment for growth.
Speaker 1 (10:14):
It changes everything .
Speaker 2 (10:15):
It does, it changes everything.
Speaker 1 (10:16):
Now, before we wrap up today, I did want to circle
back to something we touched onearlier, and that's assistive
technology.
Yes, you know Dr Grossman, shededicates a whole chapter to
this.
She does, and she really divesinto how these tools can be so
beneficial for individuals withADHD and learning disabilities.
What are your thoughts?
Speaker 2 (10:37):
Well, you know, assistive technology has come a
long way.
Speaker 1 (10:40):
It really has.
Speaker 2 (10:41):
And it can be truly transformative.
Speaker 1 (10:43):
Okay.
Speaker 2 (10:43):
You know we're talking about things like
text-to-speech software for kidswho struggle with reading,
noise-canceling headphones tominimize distractions.
You know even apps that helpwith organization and time
management.
These tools can really levelthe playing field and empower
individuals to work with theirunique learning styles, rather
(11:04):
than against them.
Speaker 1 (11:04):
And empower individuals to work with their
unique learning styles ratherthan against them.
That's fantastic, and it'samazing to see how technology
can really be used in such apositive way.
But I do have to wonder and I'msure some of our listeners are
wondering the same thing how doyou find that balance between
utilizing this assistivetechnology and making sure that
kids are still developing otheressential skills, because, at
(11:25):
the end of the day, we want themto thrive.
Speaker 2 (11:27):
Right right.
Speaker 1 (11:27):
In a world where technology is always changing.
Speaker 2 (11:30):
Exactly, and that is the million dollar question,
isn't it?
Speaker 1 (11:33):
It is, it is.
Speaker 2 (11:35):
And it's something that Dr Grossman grapples with
in the book too, and I think thekey you know that she suggests
is to view assistive technologynot as a crutch but as a tool,
as one of many tools in awell-stocked toolbox.
Speaker 1 (11:51):
So it's not about relying on it solely, but it's a
tool that can really help themin a lot of ways.
Speaker 2 (11:56):
Exactly, exactly.
Speaker 1 (11:57):
But how do we do that ?
How do we make sure that kidsare thriving, you know, with
this technology and not becomingdependent on it?
Speaker 2 (12:05):
Right.
It's a conversation worthcontinuing, I think, and it
starts with mindful engagement,I think you know.
How can we encourage kids touse technology creatively,
critically, purposefully, howcan we foster those essential
human skills communication,collaboration, empathy alongside
their digital fluency?
(12:27):
These are questions I think weshould all be asking.
Speaker 1 (12:29):
We should be, yeah, as we're navigating all of this.
Speaker 2 (12:32):
Absolutely.
Speaker 1 (12:33):
Because it is here to stay.
Speaker 2 (12:35):
It is.
Speaker 1 (12:36):
And I love what you said about you know we have to
model that as well.
Speaker 2 (12:39):
Absolutely.
Speaker 1 (12:40):
Because they see everything we're doing.
Speaker 2 (12:42):
They do, they're little sponges.
They're watching us all thetime.
They do, they're little sponges.
Speaker 1 (12:44):
They're watching us all the time they are.
So, as we kind of wrap up thisdeep dive today, what are some
of the key takeaways you'rehoping our listeners are walking
away with?
Speaker 2 (12:55):
Well, I think, first and foremost, just to reiterate,
you are not alone on thisjourney.
You know parenting a child withADHD and learning differences,
you know it has its challengesbut it is also incredibly
rewarding.
It is, and Dr Grossman's bookreally does offer a wealth of
practical strategies andinsights that I think can make a
real difference in yourfamily's life.
Speaker 1 (13:17):
Yeah, and it's written in a way that feels very
approachable too.
Speaker 2 (13:20):
Yes, absolutely it does.
And remember, there's no onesize fits all approach.
Speaker 1 (13:25):
Right.
Speaker 2 (13:26):
You know it's about finding what works best for your
child and your family.
And being patient right andbeing patient.
Speaker 1 (13:31):
With yourself.
Speaker 2 (13:32):
Yes, with yourself and the process, because
parenting, you know, is ajourney, not a destination.
It is, but you know, withpatience, compassion and a
willingness to kind of embracethose new approaches, you can
create a really loving andsupportive environment where
your child can thrive.
Speaker 1 (13:51):
Beautifully said To everyone listening.
Thank you so much for joiningus on this deep dive into the
world of ADHD and learningdifferences, and remember you've
got this and, as always, keepsending in those amazing
questions.
We love hearing from you.
We'll catch you on the nextepisode of the Deep Dive.
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