COACHING THROUGH AN ADHD LENS If you are working as a coach, there’s a good chance that you are coaching someone with ADHD (Attention Deficit/Hyperactivity Disorder), whether they have been diagnosed or not. They may have been referred to you for coaching due to unsatisfactory performance in the workplace. They may be in danger of dropping out of university. Their relationship may be ending. Their place on the elite sporting programme may be in jeopardy. Very rarely will they present for coaching because life is progressing smoothly and they want more. You may quickly become frustrated with this client, who forgets or turns up late for appointments and who fails to follow through on agreed actions. You may even start to think of this client as un-coachable. My intention in writing this article is to provide information about a condition that is often referred to as an “invisible difference” and to provide specific tips for coaching through an ADHD lens. For many, the term ADHD conjures images of hyperactive children lacking disciplined parenting, healthy diets and exercise. It is regularly misrepresented in the media and often dismissed as a western fad or a result of our modern hectic lifestyle. For example, in 1798 physician. Here are some facts from the large body of research that exists on ADHD: ADHD symptoms were described in medical literature in 1798 when Alexander Crichton wrote a chapter entitled “Attention and its Diseases” in a textbook published by the Royal College of Physicians in Edinburgh • ADHD occurs in approximately 4% of the adult population and 7% of children (NHMRC). • ADHD is underdiagnosed and undertreated in Australia, particularly in adults. In WA, where the Health Department monitors prescription rates of ADHD medications, 0.5% of adults and 1.6% children are taking ADHD medication. • ADHD is highly heritable. • Brain imaging studies have identified several differences in those with ADHD. Steve Hinshaw’s study found a delay in maturation (< 2 years) of the outer surface of the brain, particularly the prefrontal cortex. • ADHD rarely exists alone. Depression, anxiety and learning difficulties co-exist commonly. • ADHD, particularly when untreated, is associated with significant negative outcomes across the lifespan in all areas of life. • Medication forms part of ADHD management. Multidisciplinary approaches across health and education are ideal. •
www.coachinglife. com.au
