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Arthur D. Anastopoulos; Joshua M. Langberg; Laura Hennis Besecker; Laura D. Eddy

CBT for College Students with ADHD

A Clinical Guide to ACCESS

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ISBN: 978-3-030-33168-9
Verlag: Springer International Publishing
Format: Fester Einband
XXI, 249 Seiten; 23.5 cm x 15.5 cm, 1st ed. 2020, 2020

Hauptbeschreibung


This book provides an overview of the ACCESS program, a mental health program that has been developed and tested as an efficacious treatment for college students with ADHD. This program is at the cutting edge of clinical research, incorporating treatment strategies that allow for dissemination in real world settings in order to effectively assist college students experiencing difficulties in their academic, personal, social, and emotional functioning.  As cognitive behavioral approaches have proved to be the most successful psychological treatments to date, the techniques in this volume follow that model in a detailed and nuanced fashion. The authors provide a week by week breakdown of the program, supplemented by handouts and worksheets designed to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, CBT for College Students with ADHD is a crucial resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults.





Inhaltsverzeichnis


Chapter 1 ADHD in Emerging Adults Attending College



ADHD Overview



                        Epidemiology



                        Functional Impairment



                        Conceptual Understanding



                        Summary



Assessment Issues



                        Diagnosing ADHD



                        Co-Occurring Conditions



                        Additional Assessment Considerations



                        Summary



Treatment



                        Disability Accommodations and Pharmacotherapy



                        Psychosocial Interventions



                        Critique of Psychosocial Treatment Literature



                        Summary



ACCESS



                        Impetus for Developing ACCESS



                        College STAR Project



                        Description of the ACCESS Program



                        Empirical Support



Summary and Conclusions



References



Chapter 2 General Guidelines for Planning and Implementing ACCESS



Planning ACCESS



                        Provider Qualifications



                        Student Characteristics



                        Scheduling Considerations



Implementing ACCESS



                        Group Sessions



                        Mentoring Sessions



                        Socratic Questioning



                        Allocation of Time to Topics During Group and Mentoring Sessions



                        Coordinating Delivery of Group and Mentoring Components



                        Confidentiality Issues



                        Guest Speakers



                        Missed Meetings



                        Handouts



                        Using Portions of ACCESS



Chapter 3 Active Phase -- Week 1



Group



Introduction to ACCESS Program



                        Beginning Group Session



                        Describe How ACCESS Is Delivered



Set Expectations for Participation and Attendance



Briefly Review Outline of Sessions and Discuss Expectations for Progress



Meet Mentors



ADHD Knowledge



                        What is ADHD



                        Prevalence



                        Developmental Course



                        Situational Variability



                        Neuropsychology of ADHD



Behavioral Strategies



            Assign Between-Session Practice



Adaptive Thinking Skills



            Assign Between-Session Practice



Ending Group Session



Mentoring



Introduction and Confidentiality



                        Brief Introduction



Check-In



Collaborative Agenda Setting



Learn More About the Mentee



Clarify What Mentoring Is and Is Not



Discuss Information Presented in Group



            ADHD Knowledge



            Behavioral Strategies



            Adaptive Thinking



Assess Mentee’s Strengths, Needs, and Goals



Ending Mentoring Session



Week 1 Handouts



Chapter 4 Active Phase -- Week 2



Group



Beginning Group Session



Ask Group Members to Reintroduce Themselves



Address Any Carry-Over Issues from Week 1



Check to See If Connections Were Made with Mentors



Remind the Group of the Importance of Between-Session Practice



ADHD Knowledge



Start the Knowledge Section



Encourage Group Discussion



Clarify the Roles of Nature Versus Nurture



Review What Brain Areas and Functions are Likely to be Impaired



Discuss Pathways Impacting Prefrontal Cortex



Address the genetics of ADHD



Encourage Students to Become Informed Consumers of ADHD Information



Direct Attention to Technology Tools



Behavioral Strategies



Start the Behavioral Strategies Section



Introduce the Planner and the To-Do list



Different Strokes for Different Folks



Deciding Which Type of Planner to Use



Discuss Rules for Using Planners More Effectively



Invite the Group to Share Helpful Hints



Reminders to Facilitate Planner Use



Ask the Group to Practice Using the Planner



Introduce the To-Do list



Addressing Obstacles to Using To-Do lists



Suggestions for Completing Unpleasant Tasks



Prioritizing Tasks Within To-Do lists



Assign Between-Session Practice



Adaptive Thinking Skills



            Start the Adaptive Thinking Section



Discuss Different Types of Maladaptive Thinking



Removing Barriers to Adaptive Thinking



Introduce the Three-Column Technique



Assign Between-Session Practice



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



            Behavioral Strategies



            Adaptive Thinking



Ending Mentoring Session



Week 2 Handouts



Chapter 5 Active Phase – Week 3



Group



Beginning Group Session



ADHD Knowledge



Start the Knowledge Section



Assessment of ADHD



Behavioral Strategies



Start the Behavioral Strategies Section



Addressing Procrastination



Organizational Techniques



Assign Between-Session Practice



Adaptive Thinking Skills



Start the Adaptive Thinking Section



Challenging Maladaptive Thinking Patterns



Generate Alternative Thoughts



Rate Degree of Belief



Identify New Feelings and Behaviors



Assign Between-Session Practice



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



Behavioral Strategies



Adaptive Thinking



Ending Mentoring Session



Week 3 Handouts



Chapter 6 Active Phase – Week 4



Group



Beginning Group Session



ADHD Knowledge



Start the Knowledge Section



Discuss Risk and Protective Factors



The Developmental Challenge of ADHD in College



Behavioral Strategies



Start the Behavioral Strategies Section



Strategies for Getting the Most Out of Classes



Choosing and Scheduling Classes



Paying Attention During Class



Taking Notes



Getting Help from Instructors



Assign Between-Session Practice



Adaptive Thinking Skills



Start the Adaptive Thinking Section



Using Adaptative Thinking to Improve School Performance



Assign Between-Session Practice



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



Behavioral Strategies



Adaptive Thinking



Ending Mentoring Session



Week 4 Handouts



Chapter 7 Active Phase – Week 5



Group



Beginning Group Session



ADHD Knowledge



Start the Knowledge Section



Other Mental Health Concerns



Behavioral Strategies



Start the Behavioral Strategies Section



Studying Effectively



Distributing Study Time



Developing a Study Space



Using Distractibility Delay



Other Study Tips



Adaptive Thinking Skills



Start the Adaptive Thinking Section



Coping with Negative Emotions and Maladaptive Behavior



Assign Between-Session Practice



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



Behavioral Strategies



Adaptive Thinking



Ending Mentoring Session



Week 5 Handouts



Chapter 8 Active Phase – Week 6



Group



Beginning Group Session



ADHD Knowledge



            Medication for ADHD



Rationale



Medication Basics



Adjusting Medications and Coping with Side Effects



Realistic Goals for Change



Behavioral Strategies



Start the Behavioral Strategies Section



Taking Exams: General Test-Taking Tips



Strategies for True/False Questions



Strategies for Multiple Choice Questions



Strategies for Essay Questions



Managing Papers and Long-Term Projects



Break It Down



Other Tips



Assign Between-Session Practice



Adaptive Thinking Skills



Start the Adaptive Thinking Section



Using Adaptative Thinking to Persist with Treatment



Assign Between-Session Practice



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



Behavioral Strategies



Adaptive Thinking



Ending Mentoring Session



Week 6 Handouts



Chapter 9 Active Phase – Week 7



Group



Beginning Group Session



ADHD Knowledge



Behavioral Strategies



Start the Behavioral Strategies Section



Healthy Lifestyles



Staying Healthy



Relaxation



Using Medication Effectively



Handling Relationships



Working in Groups



Being Professional



Assign Between-Session Practice



Adaptive Thinking Skills



Start the Adaptive Thinking Section



Using Adaptive Thinking to Improve Relationships



Assign Between-Session Practice



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



Behavioral Strategies



Adaptive Thinking



Ending Mentoring Session



Week 7 Handouts



Chapter 10 Active Phase – Week 8



Group



Beginning Group Session



ADHD Knowledge



Employment



Money management



Personal relationships



Parenting



Behavioral Strategies



Start the Behavioral Strategies Section



Setting and Achieving Goals



Maintaining New Skills



Adaptive Thinking Skills



Start the Adaptive Thinking Section



Adaptive Thinking Summary



Ending Group Session



Mentoring



Check-In



Collaborative Agenda Setting



Review Between-Session Practice



Discuss Information Presented in Group



ADHD Knowledge



Behavioral Strategies



Adaptive Thinking



Ending Mentoring Session



Week 8 Handouts



Chapter 11 Maintenance Phase



Group Booster



Beginning Group Booster Session



ADHD Knowledge



Check for Questions about ADHD Knowledge



Behavioral Strategies



Discussion of Strategies



Planning Strategy Use



Consider Potential Barriers



Adaptive Thinking Skills



Check In On Use of Skills



Review and Refine Adaptive Thinking Skills as Needed



Ending Group Booster Session



Mentoring



Initial Maintenance Phase Mentoring Session



Check-In



Collaborative Agenda Setting



Collaborative Planning Based on Current Needs and Goals



            Daily Schedules



            Resources



            Current Needs and Goals



            Identify ACCESS Content Areas Requiring Further Refinement



Ending Mentoring Session



Mid-Maintenance Phase Mentoring Session(s)



Check-In



Collaborative Agenda Setting



Collaborative Planning Based on Current Needs and Goals



            Set New Goals



Ending Mentoring Session



Final Maintenance Phase Mentoring Session



Check-In



Collaborative Agenda Setting



Collaborative Planning Based on Current Needs and Goals



            Setting New Goals



Ending Mentoring Session



Maintenance Phase Handouts




Biografische Anmerkung zu den Verfassern



Arthur D. Anastopoulos, Ph.D., received his doctorate in clinical psychology from Purdue University and currently holds the position of Professor in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where he also directs an ADHD Clinic. Throughout his career, Dr. Anastopoulos has maintained clinical and research interests in the assessment and treatment of attention-deficit/hyperactivity disorder across the life span, with a current focus on emerging adults with ADHD attending college.




Joshua M. Langberg, Ph.D., received his doctorate in clinical/community psychology from the University of South Carolina and currently holds the position of Professor in the Department of Psychology and serves as the Associate Dean for Research for the College of Humanities and Sciences at Virginia Commonwealth University. Throughout his career, Dr. Langberg has focused on the development and dissemination of interventions for adolescents and emerging adults with attention-deficit/hyperactivity disorder that are feasible to implement in community and school settings.




Laura Hennis Besecker, Ph.D., is a research scientist in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where she completed her doctorate in clinical psychology. In addition to her clinical work within the ADHD Clinic, Dr. Besecker is an instructor teaching graduate and undergraduate courses at both the University of North Carolina Greensboro and Elon University. Dr. Besecker’s clinical and research interests are focused on resilience and protective factors among youth with ADHD, anxiety, disruptive disorders, and health needs.




Laura D. Eddy, Ph.D., is a research scientist in the ADHD Clinic in the Department of Human Development and Family Studies at the University of North Carolina Greensboro. She completed her doctorate in clinical psychology at Virginia Commonwealth University. Dr. Eddy’s clinical and research interests include cognitive-behavioral theory as applied to the treatment of individuals with attention-deficit/hyperactivity disorder (ADHD), the overlap between comorbid internalizing conditions and ADHD, and the experiences of pregnant women with ADHD.