Session 13: Parent Coaching Session 1: Between Adolescent Sessions 3–5

This chapter describes the first optional parent coaching session. The primary goal of this session is to assess parent motivation for and hopefulness about cognitive behavioral therapy (CBT) in helping their adolescent with attention-deficit/hyperactivity disorder (ADHD). The therapist can also discuss services that the adolescent is currently receiving at school, help the parents decide if other services are needed, and talk about how to advocate for these services. Other topics discussed in this chapter are how the contingency management system is working, how to address any issues with this system that may have come up, parenting style, and limit-setting with adolescents.

Session 10: How Can Parents Help? Second Parent/Adolescent Session

This chapter discusses the second parent/adolescent session. In this session, a joint meeting is held with the adolescent client and their parent or parents. The main goal of this session is to discuss how the treatment program is going, revisit treatment goals set at the beginning of treatment, and talk about how things are going with the level of parent involvement and the reward system that was developed (if applicable). The chapter also includes information about how to set reasonable expectations for future improvements and continuing to use the skills learned after the treatment program has ended.

Session 14: Parent Coaching Session 2: Between Adolescent Sessions 7–9

This chapter describes the second optional parent coaching session. The primary goal of this session is to review parent goals and progress toward those goals. The therapist can also discuss how the contingency management system is working and the status of the school accommodations, if any are in place. The session concludes with helping the parents identify areas for continued improvement and developing a game plan to address the areas for continued improvement.

Session 11: Don’t Put It Off—Stop Procrastinating

This chapter includes a discussion of the attractive aspects of procrastination as well as instructions on how to identify the negative consequences of procrastination. An exercise is presented which involves writing out the pros and cons of procrastination using a specific example. Finally, the chapter includes a discussion of how previously taught skills of problem-solving and adaptive thinking can be applied to procrastination.

Session 9: Self-Coaching

This chapter continues the discussion of the cognitive component of cognitive behavioral therapy (CBT) introduced in Chapter 8. It includes instructions regarding how to review thought records and uses a coaching metaphor to discuss various styles of coaching. The chapter concludes with a discussion of how to formulate helpful alternative thoughts to use in place of negative automatic thoughts.

Session 4: What to Do When Things Aren’t Getting Done: Breaking Down Tasks and Problem-Solving

This chapter contains information about how to manage overwhelming tasks, those that remain on the task list for many days or weeks without getting completed. Information is provided regarding how to use structured problem-solving to arrive at a solution to a problem. Additionally, the chapter contains information about how to break down large tasks into smaller, more manageable chunks to increase the likelihood of task completion.

Session 3: Do The Most Important Things First!

Client behaviors serve as signposts of change, showing that the therapy is on track and progressing well. If your client is not exhibiting these behaviors, discuss and conduct problem-solving to uncover any obstacles that might be preventing the client from using the skills. This chapter describes how to decide on effective calendar and task list systems. It also includes information on how to manage multiple tasks. Information is provided about how to set up a prioritization system for tasks.

Session 8: Thinking, Feeling, and Acting

This chapter provides information about the cognitive component of the Cognitive Behavioral Therapy Model of attention-deficit/hyperactivity disorder (ADHD). The identification of automatic thoughts and the relationship between thoughts, behaviors, and feelings is outlined. Information about various types of thinking errors/thinking traps is provided as well as instructions about how to begin to self-monitor thoughts and identify different types of thinking errors/thinking traps using a thought record.

Session 7: Optimize the Setting

This chapter focuses on how to identify environmental distractions when trying to focus on important tasks like homework and how to modify the environment accordingly. There is information presented about the importance of keeping track of important objects (e.g., backpack, phone) and how to set up systems for this. Finally, the chapter contains a discussion of how to use reminders to help with staying on task.

Session 6: Gauging the Attention Span and Delaying Distractions

This chapter contains instructions for gauging the length of time that one can reasonably expect to work on a boring or difficult task, followed by information on how to break tasks down into smaller “chunks” that will likely take that amount of time. The chapter also contains information on the “distractibility delay” skill. This is a skill that involves setting a timer for a duration during which one commits to staying on task, writing down distractions, and then deciding if they are tasks that need to be done immediately, tasks that can go on to the task list, or tasks that are pure distractions and can be discarded.