Drawing on Strengths: Support Group for Adults with Attention Deficits and Learning Disabilities

Schedule for February 2012

2012-02-01T05:27:00.000-08:00

Session 5

February 6

Time Management Strategies

Presentation by L., group member

Session 6

February 13

MRC Research on Needs of Consumers with LD/ADD/ADHD

Guest Speaker: Dr. Mary Esther Rohman, MRC

Session 7

February 22, 3 pm

Assistive Technologies for ADD/ADHD/LD

Group field trip to Easter Seals

Session 8

February 27

Dealing with Hyperfocus

Presentation by J., group member

On-Line Accessibility for People with Disabilities

2012-01-20T08:30:00.000-08:00

Recommended by a group member: A11Y, a group of developers, media specialists, designers and usability professionals working on on-line accessibility for people with disabilities. A11Y holds meetings in Boston area and invites everyone interested in the subject to attend. For more info, go to A11Y website at: http://www.a11ybos.org/

Teleseminar on Learning Disabilities and the Workplace

2012-01-20T08:25:00.000-08:00

The teleseminar is presented by Jenna Knight, a Chair of the LD/ADHD Task Force at MRC and ADHD coach.

Learning Disabilities & the Workplace Teleseminar

January 25, 2012 @ 2pm

The purpose of the teleseminar is to provide an understand of what learning disabilities are, recognize the strengths and challenges in the workplace, strengths, accommodations, how to find the right job, how to advance and handle trouble if it arises and legal rights

Conference Call Number - (712) 432-0900
Access Number - 574063

Internet Resources for Keeping You on Track with Achieving Your Goals

2012-01-13T11:01:00.000-08:00

A nice overview of the following websites that help you stay on track with pursuing your goals can be found at http://laurenschiffertherapy.com/2011/07/25/being-an-adult-part-two/. Even though the posting is not ADD/LD-spesific, it covers resources from the user's perspective.

The websites covered include:

stickk.com (from the stickK website: "stickK is designed to promote a healthier lifestyle for you by allowing you to create "Commitment Contracts." A Commitment Contract is a contract that binds you into achieving a personal goal.")

hassleme.co.uk
(from the Hassle Me website: "Not eating enough fruit? Forgot to feed the fish again? Need a little help keeping your New Year's resolutions? Tell us what to hassle you about, and we'll nag you via email at semi-unpredictable intervals. HassleMe is unique because you never quite know when your reminder will come along.")

Mint.com
(from the Mint website: "Mint brings all your financial accounts together online or on your mobile device, automatically categorizes your transactions, lets you set budgets and helps you achieve your savings goals.)

Organizational Tool: WorkFlowy

2012-01-10T13:24:00.000-08:00

Recommended by a group member. Free on-line project organization/to-do list website. Fairly easy to use. That's what they say about themselves: "The beauty of WorkFlowy is this: it lets you break things down into ever smaller pieces. This makes it perfect for organizing complex projects, brainstorming and a lot more. Try breaking down some of your projects, and you'll start to see the potential." Check it out at https://workflowy.com/.

Schedule for January 2012

2012-01-07T12:51:00.000-08:00

Session 1

January 9

Planning and Setting Personal Goals for the New Cycle

Group discussion; introduction of new members

Session 2

January 16

Staying Organized During Seasonal Changes

Group discussion

Session 3

January 23

Neuroplasticity and LD/ADD/ADHD

Guest Speaker: Dr. Steffen Fuller, Fuller Consulting Services

Session 4

January 30

Self-Employment and Entrepreneurship for Adults with LD/ADD/ADHD

Guest Speaker: Owen Doonan, THE-Group (conference call)

Being successful with ADD/ADHD/LD

2011-12-09T09:33:00.000-08:00

Last week, group discussed what it means to be successful for someone who has learning disability and/or attention deficit. Group pointed out that today's media narrowly defines success by accomplishments and monetary gain, giving such examples of "successful" individuals with ADD/ADHD/LD as well-known public figures like Richard Branson, founder of Virgin Airlines, David Neeleman, founder of Jet Blue Airways, or Michael Phelps, an Olympic medalist in swimming. While these stories of success can inspire someone with ADD/ADHD/LD by demonstrating that their disability does not have to hold them back, they can also put undue pressure on individual who might feel that without achieving such high goals, he or she is not truly successful and lacking in something.

Group members gave their personal, more expanded, definitions of success:

having a "straight flush" and winning
"doing things that are satisfying"
"living on the same planet as others"
experiencing "inter-connectedness of all beings"
having achievements that allow to do what a person wants to do
gaining "balance between wellness and productivity"
"living life I choose and want to live"

Group discussed barriers to being successful. Over-thinking and hyper-focusing sometimes does not allow them to "see forest for the trees." Disorganization and difficulty prioritizing can make them feel tired and give up. Tendency to maximize (believing that one should always try to derive THE highest benefit from every choice/option, such as trying to get "the biggest bang for the buck" when buying sneakers or to find the shortest possible route to work) can raise anxiety and in worst case, can prevent individual from taking the necessary action. Self-doubt that is unfortunately so common for individuals with LD/ADHD/ADD can also be rather debilitating.

Members talked about some of the strategies for overcoming the above barriers and achieving personal success:

Diversifying self-esteem - avoiding putting all self-esteem "eggs" into one basket; acknowledging various areas in which you have competency instead of narrowly focusing only on what does not come easy to you
Checking in with someone when start over-thinking and over-complicating
Breaking things down into small concrete steps to transform abstract idea into action plan

Learning Styles

2011-11-16T09:39:00.001-08:00

On Nov 14, E., our group member, gave us a presentation on learning styles. She reported to the group that prior to preparing for this presentation, she thought that there were only 3 learning styles - audio, kinesthetic, and visual. However, during her research she learned that there are more learning styles that are listed below:

Visual
Audio - musical
Kinesthetic
Verbal
Logical - mathematical
Social - interpersonal
Solitary

E. pointed out that most people do not use only one style, but instead have preference for several that come naturally to them. E. informed the group that research shows that the more styles of learning you use, the better you will learn. She encouraged group members to "force" themselves to use not only their favorite learning styles, but also those that do not come easily to them. She mentioned her own tendency towards solitary learning, stating that she might be able to learn more and differently if she exposed herself more to social learning.

E. also let the group know that the learning style you use can alter the information that you learn. For example, a visual learner might recall the same piece of information differently as compared to the audio learner. Therefore, using a variety of learning styles will help you to remember the information from various "angles," so to say, which again leads to better learning.

E. emphasized the importance of keeping your brain in a good shape for better learning. She mentioned to the group that exercising, including doing exercises that promote physical balance, eating food reach in antioxidants, and learning new skills are "good for your brain." She told the group that now that she knows the importance of building new neuronal networks in your brain by doing different things, she is more willing to engage in new activities, even if they are not too enjoyable, as doing new things is "good for the brain."

Keeping Motivation Alive

2011-10-31T12:07:00.000-07:00

On 10/24/11 the group discussed strategies for keeping motivation alive.

First, the group members identified motivating factors, such as:

interacting with others and having supportive social structure
need to earn money
doing things that are positive and "good for life"
ego gratification
having external structure, such as job
external pressure, as well as influence and encouragement from others
having company
creating spacial organization that is conducive for staying productive (eg., uncluttered desk)

Among interfering factors and obstacles that make it difficult to stay motivated, group members named the following:

distractions
disorganization
inertia
anxiety and often - ungrounded fears
depression and hopelessness
difficulty breaking the project down into manageable pieces
financial reasons
lack of or inaccurate information

In group's opinion, a motivated person is:

organized and focused
clear about his/her goals
persistent and consistent
disciplined
passionate
optimistic
flexible and adaptable
creative
has strong sense of self
has some success

Group members shared that sometimes they have difficulty with generating motivation to start or to maintain the project. They agreed that although we might think that motivation should go before the action, in many cases taking some action, no matter how small, can help to bring motivation alive and lead to more action.

Among some of the strategies for creating and maintaining motivation are:

not overthinking
committing to small tasks/amounts of time devoted to task (for example, if it is hard to motivate self to clean the room, you can commit to 10 min of cleaning instead of trying to clean the entire space)
getting help
setting up the system that will create some external pressure (for example, committing to a friend to finish the project by certain deadline, asking friend to check in re that)
finding something new and fresh about what you are doing if you start feeling bored with it
identifying consequences for not following up with the project.

Overall, group members agreed that generating and keeping motivation alive requires effort and, well, motivation.

SCHEDULE for October - December, 2011

2011-10-22T08:09:00.000-07:00

Session 1

October 3

Identifying and Building on Personal Strengths

Group discussion

October 10

Columbus Day – no group!

Session 2

October 17

Relaxation and Meditative Techniques for Stress Management

Presentation by group facilitator

Session 3

October 24

Keeping Motivation Alive

Presentation by D., group member

Session 4

October 31

Strategies for Collaboration

Group discussion: setting team goals, assessing the situation, adjusting one’s self-presentation to team’s expectations, dividing responsibilities, etc.

Session 5

November 7

Nutrition and Food Management

Group discussion

Session 6

November 14

Skill Building Strategies

Presentation by E., group member

Session 7

November 21

Organizational Basics

Guest Speaker: TBA

Session 8

November 28

Using Biological Clock to Improve Performance

Presentation by J., group member and group facilitator

Session 9

December 5

Succeeding with ADHD

Guest Speaker: TBA

Session 10

December 12

Annual Party

Annual group party; potluck

Session 12

December 19

Wrapping Up

Brainstorming ideas for the next cycle; setting personal goals for next year

Long-Term Projects

2011-09-26T11:29:00.001-07:00

On 09/19/11 the group discussed considerations for working on long-term projects and goals. One group member pointed out the importance of differentiating "wish" from "goal." In his opinion, if you decide to do something "one day," it is more of a wish; while having a more concrete anchor in time ("by my 50's birthday, for example") sounds more like a goal.

The group agreed that when you work with a project that takes time to complete, you might want to start by thinking about how much far ahead you tend to plan for. Some members report that at various points of their life they would plan minute by minute - especially in time of crisis and instability, and at other times - in longer chunks. Once you establish how far ahead you usually plan for, you need to decide on a realistic time frame for your project to be accomplished. The group facilitator emphasizes the importance of "chunking" time in manageable pieces (be it one semester, or one month, etc.).

Group members also discussed the importance of reviewing your goals as you continue with the project. For example, you decided you want to go back to school, which usually takes some time to prepare for. It will be imp0rtant to check in with yourself in regards to whether you stay on track, as well as re-evaluation your goal to see whether it is still desirable (for example, asking yourself, Why do I have this goal on the first place?). If you decide that you still want to pursue your particular goal, you need to determine what is needed (supports and resources) in order to achieve it.

Group agreed that everyone is different in what amount of pressure is optimal for achieving the goal. While some people strive in high-pressure environment, others might find it too overwhelming. You need to determine how much pressure is optimal for you - by evaluating your past experiences and asking others for their opinion. Group members emphasized the importance of staying flexible (including about the outcome of the project), planning for the unplanned, and taking care of yourself in the process while you are working on the long-term project.

Group talked about the challenges of the long-term projects. Deciding when "enough is enough" and when to stop if you do not arrive to a desired outcome after putting some effort into the project might not be as easy for someone with the tendency to hyperfocus. Also, most people have significant others in their lives and balancing working on your long-term goals while maintaining satisfying relationships is not easy. The events in a "bigger world" (for example, the recession or country's economic growth) can hinder or accelerate you in achieving your goals. Finally, in the process you might get feedback from others, both positive and negative, and deciding what to take in and what not to can significantly alter how you approach your project.

Clutter

2011-09-05T07:29:00.000-07:00

In one of our previous sessions, group discussed difficulty with dealing with clutter - a common struggle for adults with LD/ADD/ADHD. Some of the "favorites" that group members have difficulty discarding include:

papers
clothes
electronics
office supplies
empty boxes
books
cookware
food
information
cleaning supplies
media (magazines, newspapers, VHS, CDs)
used paint
baby stuff

Members shared that there is thrill when they get something, even if they might never use it. The thrill can be especially strong if they get something for free. At the same time, there is pain associated with discarding an object, even if they do not use it.

Members point out that accumulating clutter often happens at the expense of something else - you might have so many empty boxes you do not want to throw out, that there is no space for more useful things in your house. This type of accumulation happens compulsively and impulsively and often associated with lack of control. People who tend to accumulate clutter have difficulty deciding what they would need where and when and usually have a "just in case" mentality.

Some suggestions for getting rid of things:

donating
using Freecycle - http://www.freecycle.org/ (a website where you can find someone in your area you can potentially exchange stuff that YOU don't need with the stuff that THEY don't need for free).

Using Social Media for Job Search

2011-09-05T06:36:00.000-07:00

D., group member, gave us an excellent presentation on using social media websites, such as LinkedIn and Twitter for job search. He defines social media as mobile/web technology that enables interaction between users. Social media is widely used for fun, personal improvement, and professional development.

D. encourages us to think of LinkedIn as a "professional Facebook" that can help you keep in touch with your "work friends:" http://www.linkedin.com/. Unlike Facebook that mainly focuses on social aspect of interaction, LinkedIn geared towards using connections for professional purposes by allowing members create a personal professional profile and connect to other LinkedIn users. You can post updates and exchange personal messages with other LinkedIn users. Some group members expressed concerns about confidentiality and not being in control of information that is being put on LinkedIn. D. pointes out that the member can choose the privacy settings that he/she feels comfortable with. In addition, the member is the one who chooses what information to disclose and what not. Group facilitator advises to be mindful about accepting invitation to connect with other LinkedIn users as your LinkedIn network becomes a reflection of your professional presence. The general strategy is to accept invitation to connect from people you know or from people from your industry/field who potentially can be good work-related resource.

D. points out that through LinkedIn you can keep in touch with people who you might not be personally close enough to keep in touch with, such as your former co-workers or classmates. Although, you might not want to share personal information with them, you potentially can exchange helpful work-related information with each other. D. makes an example of using LinkedIn connection when he was considering a job at one company. D. noticed that one of his former colleagues used to work for the company he considered applying for and contacted her for a feedback. His connection's feedback was very useful and helped D. determine how to proceed with that particular job.

In addition, LinkedIn offers number of groups you can join. Some of these groups can be in the field you are working in and be a valuable source of up-to-date information, including job postings.

D. also reminds that not only people, but companies have their profiles on LinkedIn. You can do an industry or company research on LinkedIn, which can be an additional benefit when you are job searching or preparing for an interview.

Another social website that is increasingly used for disseminating business related information is Twitter: http://twitter.com/. The benefit of Twitter is that it can provide the most up-to-date information on any given subject. Twitter uses "hash tags" which are essentially keywords you can search it for.

D. encourages all group members to consider using social media for professional purposes. He points out that old-fashioned ways of promoting and looking for jobs, such as job ads in the newspaper, are used less and less by both business and potential employees. Learning how to use social media for developing your career can be a useful skill in our times.

Additional Resources for Job Seekers

2011-08-18T08:53:00.000-07:00

Here are additional resources for job seekers or those wanting to make a career change:

Occupational Outlook Handbook, 2010-11 Edition from Bureau of Labor Statistics: http://www.bls.gov/oco/ - description of hundreds of jobs with information on training and education needed, earnings, expected job prospects, and description of job duties and working conditions.

Careers and Industries Description from Wet Feet
http://www.wetfeet.com/careers-industries - description of industries and careers, as well as wealth of other resources for the job seeker on the Wet Feet website.

The Career Key: http://www.careerkey.org/ - advice to job seeker, free career tests

Resources for Job Seekers: Work Without Limits

2011-08-18T08:04:00.000-07:00

On 08/17/11, group had guest speakers from Work Without Limits - Marie Hennessy, MEd, Consumer Outreach Coordinator and Maura Mone, Project Director. Here is the information from the slides of their Powerpoint presentation.

What is Work Without Limits?

Work Without Limits is a disability and employment initiative in Massachusetts based out of UMass Medical School.

What do we do?

• Partner with state and community organizations and employers to build effective employment programs and supports for people with disabilities.

•

• Provide resources and information so people with disabilities can go to work and achieve their employment goals.

•

• Provide benefits and work incentives counseling directly to people with disabilities and their families through the BenePlan program.

•

• We achieve our work through research, targeted projects in the community, and by engaging businesses and employers.

What we don’t do?

We do not provide direct services to people who are seeking employment or who require on the job supports once they are hired. However, we can help link you to people and organizations who do.

What can Work Without Limits do for YOU?

Get You Connected

• Work Without Limits Website (www.workwithoutlimits.org) – information on Benefits and Work Incentives, How to find a job, Transportation and much more.

•

• Peer Networking and Advocacy – link in with our Regional Peer Employment Networks (R-PENS) or with the Employment NOW Coalition to talk about going to work and advocating for change.

Increase your Knowledge about Work

• Resources – booklets, flyers and brochures with information that can help you go to work

•

• Trainings –sessions on improving your financial well-being and understanding of how working and earning wages affects public benefits such as SSI or SSDI

Help to shape policy in our state through research

• Research – Through academic research, we’re helping to identify and break down barriers to employment for people with disabilities

•

• Evaluation – We’re working to improve employment programs and services

Tips for finding a job

• Assess your skills and interests, and develop a resume that talks about your job history and how it applies to today’s job market.

•

• Connect to a One Stop Career Center in Massachusetts.

•

• Look for jobs online:

www.monster.com

www.indeed.com

www.gettinghired.com - website for jobseekers with disabilities

www.disaboom.com - website for jobseekers with disabilities

www.linkedin.com

Additional help: Massachusetts Rehabilitation Commission (MRC)

• Resume preparation,

• Job-seeking skills training

• Electronic job hunting strategies

• Interview skills training

• Finding job leads

What if I have questions about benefits (SSI and SSDI)?

Certified Work Incentives Coordinators (CWICs) can speak with you on the phone or meet with you in person, and provide services in both English and Spanish.

• If you live in Worcester and Middlesex counties and the counties in Western Massachusetts contact BenePLAN at 1-877-937-9675 (toll-free)

•

• If you live in the Boston area of points east of Worcester and Middlesex Counties, contact Project IMPACT at 1-800-374-7475 (toll-free)

What are the resources for transportation?

MBTA Trip Planner - An online tool by the Massachusetts Bay Transit Authority (MBTA) that helps you chart routes on MBTA public transit.

Google Transit - Plan your route to work with Google Transit in four Massachusetts regions: Pioneer Valley, Cape Cod, Metro West, and Lexington. Gives driving, walking and public transportation directions.

Contact your Regional Transit Authority for route information or information on Paratransit.

Who can I contact for some legal help?

The Disability Law Center (DLC) is the Protection and Advocacy agency for Massachusetts. DLC is a private, non-profit organization responsible for providing protection and advocacy for the rights of Massachusetts residents with disabilities.

Disability Law Center

http://www.dlc-ma.org/

11 Beacon Street, Suite 925
Boston, MA 02108
Phone: 617-723-8455

How can I get involved with Work Without Limits?

• Visit the Work Without Limits webpage and give us your feedback www.workwithoutlimits.org

• Sign up online for Work Without Limits e-newsletters and be contacted about upcoming events

•

• Attend a training or Peer to Peer event

Interpersonal Skills: Offering Input

2011-07-28T16:47:00.001-07:00

Group discussed strategies for offering input in a conversation in a clear and concise manner. Group members identified some of the factors that can help with presenting self in a desired way:

being prepared
impulse control
being in control of the conversation
listening to self/other(s)
controlling feelings

Group members shared that the above might be difficult and they end up presenting themselves in a manner they do not want to. As one member put it, he can find himself "offering worth of 5 dollars when 2 cents could have been enough." Several group members shared their difficulty with managing conversation and expressing their thoughts when they experience strong feelings, such as excitement or feeling of powerlessness.

Group facilitator observed that for adults with ADD/LD it is common to use "Shoot-Aim-Point" approach to conversations - blurring things out without considering the consequence or fully thinking through what needs to be said. She instead suggests to use "Point-Aim-Shoot" approach, which means determining the direction of the conversation (Point), deciding on what to say (Aim) and saying it (Shoot). She encouraged group members to apply the principles of "deliberate practice" borrowed from the performance psychology to improve their skill in offering input in a conversation.

Some of the components of the conversational skills that can be worked on are:

Speed of speech: talking too fast can be perceived as nervousness and sometimes hard to follow. Slowing down can help with thinking through and presenting self in a clear manner. Strategies that can be used for slowing down - taking a breath before talking, counting to 5 before offering comment.
Use of pauses/silence: sometimes people get nervous with silences and try to fill them in with incessant talk. Instead, silence or pause can be used to collect one's thoughts and re-orient self, if necessary.
Use of fillers like "um," "like," or "Do you know what I mean?": group members note that these fillers are often used to "soften" the message or for "bookmarking" the thought in the conversation. However, the frequent user of these fillers can make an impression of an unsophisticated speaker. One member suggested exhaling through your nose when feeling the impulse to say "um" or other interjection.
Body language: given that 70% of the message is communicated through non-verbal means, the proper body language is a very important component of the conversation. One group member suggested practicing talking in front of the mirror to gain more awareness of the use of body language.
Length of speech: a lot of adults with ADD/LD tend to go on tangents, loosing their conversation partner in the process. Strategy for gaining more control of that: timing and/or recording self to see how long it takes to express the thought. One member added that you can also listen to these recordings to see what needs to be changed in the way you present yourself.
Content of speech: writing seems to be a favorite strategy for working on the content. One member notes that it is easier for her to express herself concisely when she writes.

The group facilitator suggested to consider the following variables when engaging in a conversation:

How to Modulate My Presence

2011-07-14T11:00:00.000-07:00

Group session on 07/13/11 was devoted to the topic of "modulating one's presence." The topic was initially suggested by a member who feels that she often comes across as too "intense" even though she does not intend to. Other members shared similar experiences, reflecting that they sometimes do not know how to choose an "appropriate"level of interpersonal engagement that is not intimidating or off-putting.

For some people, it is more challenging to regulate their presence in a professional situation. For others, it is more of a challenge at home as they expect their family members to "accept me for who I am." Group member shared their experiences of being misinterpreted and misunderstood, which sometimes negatively affected their self-perception.

The group facilitator suggested that feeling misunderstood might arise from the discrepancy between intention, presentation, and perception of person's behavior by the other. It is common for adults with LD/ADD/ADHD to have difficulty "translating" themselves to others in a manner that feels satisfying and accurate. The deficits in executive functioning that is often attributed to ADD/ADHD and some LD can make it difficult for a person to observe oneself and correct his/her behavior in response to feedback from others (expressed directly or indirectly through body language).

Group members talked about the importance of keeping their awareness of another person's response to them, as well as one own behavior. They discussed the importance of paying attention to the context in which the interpersonal interaction occurs. Group facilitator emphasized that rules and norms of engagement are often not explicit and need to be assessed through the process of trial and error. One group member suggested that the best strategy is to "sit and observe" before jumping into action, especially in situations where people might not know you that well.

The concept of the Johari Window was introduced (for free tool on creating your own Johari Window, go to http://kevan.org/johari). Decreasing the Blind Spots and the area of the Unknown, while increasing parts that are known to self and are comfortable to share with others can increase one's skill in modulating one's presence and managing interpersonal situations in a manner that feels satisfying and nourishing. It often requires taking interpersonal risks and asking for a feedback.

Known To Self

Not Known To Self

Known To Others

Open

Blind Spot

Not Known To Others

Hidden

Unknown

Schedule for July - September, 2011

2011-07-14T10:54:00.000-07:00

Session 1

July 6

Introductions, schedule

Introduction of new members, brainstorming ideas for this cycle

Session 2

July 13

Interpersonal Skills: How To Modulate My Presence

Presentation by group facilitator: proper boundaries, productive engagement, regulating intensity

Session 3

July 20

Summer Break

Session 4

July 27

Interpersonal Skills: Offering Input

Group discussion: how to present in a clear and concise manner, how to control impulse of offering opinions when it is not germane

Session 5

August 3

Career Development: Choosing a New Career Path

Group discussion

Session 6

August 10

Career Development: Using Internet and Social Media for Job Search

Presentation by D., group member

Session 7

August 17

Career Development: Resources for Job-Seekers

Guest Speakers: Marie Hennessy, MEd, Consumer Outreach Coordinator and Maura Mone, Project Director, Work Without Limits

Session 8

August 24

Updates on Americans with Disabilities Act and How it Applies to Adults with LD/ADD/ADHD

Guest Speaker: Kathy Gips, Adaptive Environments

Session 9

August 31

Career Development: Test-Taking Strategies

Group discussion

Session 10

September 5

Planning and Organization: Dealing with Mental and Physical Clutter

Group discussion

Session 11

September 12

Planning and Organization: Deciding on Time Allocation

Group discussion: deciding on what to invest my time into, when to do certain tasks (eg, grocery shopping)

Session 12

September 19

Planning and Organization: Long-Term Projects

Group discussion: setting and following up on annual goals, preparing for long-term projects

Session 13

September 26

Wrapping Up

Brainstorming ideas for the next cycle

Multi-Tasking

2011-06-23T16:46:00.000-07:00

On 06/29/11, group discussed the topic of multi-tasking. Group members defined multi-tasking as performing two or more tasks at the same time or switching from one task to another back and forth. Members report that multi-tasking often happens under the following conditions:

Being bored (example: driving and talking on the phone)
Time pressure
Pressure to be "effective" and "productive"
Fear of "wasting time"
Difficulty engaging in the task that is experienced as challenging or unpleasant (example: watching TV or listening to the music while writing a paper or doing bills)
Having competing priorities (example: cooking dinner and paying attention to children)

Members agree that although they engage in multi-tasking with the hope of being more efficient and to focus better, it does not work most of the time and can be unsafe (as in example with driving and talking on the phone).

Some coping strategies members suggest:

Simplifying (example: making a less elaborate dinner to have more time with kids)
Re-evaluating priorities
Finding other ways to engage self in the task

Dealing with Hoarding

2011-06-20T21:59:00.000-07:00

On 03/23/11, C., our group member, gave us brief informative presentation on dealing with hoarding:

According to C., hoarding overlaps with certain deficits associated with ADD. For more information, she recommends the protocol developed by the BU Institute on Hoarding and Clutter.

C. defines the following characteristics of hoarding that distinguishes it from clutter and collecting:

acquisition and failure to discard things of limited value;
living space is compromised and not functional (for example, you can't access or use a piece of furniture for it's intended use);
you are bothered by your behavior, but can't seem to solve the problem;
the quality of your life is compromised.

She presents a list of behavioral and cognitive components that contribute to hoarding:

difficulty processing info and making decisions - hard to decide what to keep and what to throw out; defining many things as "important"
memory deficits - need to keep things in sight, otherwise they will be forgotten
emotional attachment to possessions
all or nothing thinking style
beliefs about possessions ("If I throw this flyer out, I will waste a valuable opportunity")
feeling that you should be prepared for any imaginable contingency

Procrastination

2011-06-17T07:32:00.000-07:00

Group had a lively discussion on procrastination on 06/15/11. Here is how group members define procrastination and states associated with it:

Going back and forth between "to do or not to do?"
Art of delay
"I don't feel up to it!"
"I am overwhelmed!"
Fear that the outcome would not be as good as I want it to be
"Not now!"
Over or under-estimating time and effort needed to accomplish what we procrastinate about
Other things are more important or interesting

According to group members, procrastination helps them to:

Maintain chaos
Maintain fantasy (of how great things will be once the task we procrastinate about gets accomplished)
Avoid taking personal responsibility
Avoid taking control and charge
Avoid difficult decisions
Relieve immediate tension
Avoid pain
Buy time to sort things out
Have an excuse for not doing as well as could have (for example: writing a paper at the last moment and justifying to myself that the grade was not as good as it could have been because I did not have time to edit my paper)
Using time pressure as a challenge - increases sense of accomplishment

The price group members pay for procrastination includes:

Constantly catching up and running behind
Feeling stressed
Feeling heavy weight
Feeling ashamed
Having regrets
Diminished quality of the product (for example: paper, project)

The group facilitator defines procrastination as failure to activate (activate self enough to take an action) and failure to regulate (regulate emotions that are activated by the task, often unpleasant emotions such as fear and anxiety). She thinks of procrastination as a habit and at the same time - strategy that helps the procrastinator regulate difficulties with activating him/herself enough to perform the task, while regulating anxiety and other emotions that are associated with the task. Very often procrastination occurs when the person does not know how to break the task down into manageable parts and therefore feels pressure to do it in one sitting (which can be overwhelming). Also, the person might have difficulty transitioning from one task to another (common with ADD/ADHD), so he/she prefers to do it in one sitting, as going back to it after taking a break can be challenging. In addition, performing under stress can produce a state of elation that can be somewhat addictive and re-enforce future use of procrastination.

The following strategies were identified to deal with procrastination:

Using procrastination strategically, only for the tasks where putting self under time pressure produces desirable results
Breaking task down into manageable pieces and doing one piece at a time
Taking consistent action (for example: spending 10 min every day writing when working on a long-term writing project)
Eliminating distractions (for example: doing writing right after waking up so that other activities, such as breakfast and taking show, have less chances to distract you from the task)

Dealing with Clutter

2011-06-08T10:15:00.001-07:00

On 05/25/11, Carmen, our former group member, gave group an excellent presentation on clutter. She personally finds dealing with clutter challenging for the following reasons:

She moved a lot in the past year

She finds getting rid of things difficult, sometimes for "ethical reasons," such as thought that throwing books is "unethical" because books contain knowledge

Her stuff "merged" with her husband's when they got married

Changes of seasons require more clothes

Cleaning is overwhelming

Here are some of the strategies she suggests:

Putting things into their proper place right away when you stop using them

Procrastination avoidance: reminding self that you might be tired to put your jacket away right now, when you just came home, but you might be as or even more tired later - hence, putting it away right now is a good idea

OHIO - only handle it once strategy

Asking for help - and making sure that you ask the right person, who is not going to shame you

Don't purchase stuff on the first place! Train yourself in not wanting things by asking yourself, "Do I really need that?"

Put "moratorium" on buying things you tend to buy in excess

Repair instead of buying new

Simplify - for examples, buy socks of one type/color which will help to simplify the sock drawer

Take care of your stuff - it will last longer

Shred paper and recycle

Remember the reason why you are doing something

Remind yourself that your stuff does not represent who you are and might more connect to the past than the present (for eg, C. reminded herself that her magazines collection did not reflect who she was today, but who she was two decades ago) - important to reconcile "who you are, who you were, and who you want to be."

For those interested in more strategies for organizing, C. recommends following books:

Organizing Solutions for Poeple with ADD by Susan Pinsky

Organizing From the Inside Out by Julie Morgenstern

Brainstorming Strategies

2011-06-08T09:07:00.000-07:00

On 06/08/11, D., our group member, gave group an excellent presentation on brainstorming strategies. He defines brainstorming as "a process of coming up with ideas to meet certain goal and create an end product." He states that for one of his classes he had to use a sketch book for brainstorming different designs, which provided him with structure and discipline; he encouraged other group members to use a note book or other means to record and track their ideas.

Brainstorming can be done by one person or in the group. For those who brainstorm in the group, D. gives following suggestions:

Define a clear goal for brainstorming
Choose a leader who can keep everyone focused on this goal
Use warms ups to get into creative mode
Produce quantity, not quality of the ideas (this can be done at a later stages of project development)
Refrain from criticising or jugding each other's ideas
Take breaks from time to time to refresh

For those interested in learning more about different ways to brainstorm, D. recommends Applied Imagination: Principles and Procedures of Creative Problem-Solving by Alex Osborn.

Here are some of the brainstorming strategies that can be used in a group:

"YES, AND..." (can be used as a warm-up, helps to relax and have fun) - going around the room and having everyone add to previous idea by saying, "Yes, and (this and this can be added)"

"Brain Writing" (helps to keep potential criticism down) - going around the room, this time writing ideas down instead of sayin them out loud.

"The Bizzaro World" (helps to get unstuck) - generating ideas opposite to what you want to accomplish.

"Mind Mapping" (helps with complex projects) - writing ideas down on the sticker notes and then putting them on a big sheet of paper - can group/re-group and draw connections between the ideas.

"Task Analysis" (helps with project that involve several steps) - writing ideas down on the sticker notes and then putting them on a big sheet of paper in an order that will help to accomplish task effectively and in timely manner.

If you generated too many ideas, you can use the following matrix to help you decide which ideas you should proceed with and which you might want to discard (instead of "Time" and "Value" you can use any other characteristics that are important for your specific project):

More
Value	Things that have high value and take little time to accomplish	Things that have high value and take long time to accomplish
	Things that have low value, but do not take too long to accomplish	Things that have low value and take long time to accomplish
Less	Time	More

Organizing Complex Event that Involves Others

2011-05-06T05:47:00.000-07:00

On May 4, 2011, group discussed challenges of organizing a complex event that involves others, such as a birthday party for a family member, for example. Many group members find organizing an event like this overwhelming and anxiety provoking, as it involves advanced planning, prioritizing, and delegating - many of those tasks do not come naturally to our members.

Group observed that organizing and executing complex task at work might be easier to do than at home. Some of the reasons for that: work environment provides more structure, clear "rules of engagement," limited choices, and clear immediate to mid-term feedback and reward (getting paid, for example, or, on the other hand - getting corrected by a supervisor). Imposing more structure on self in a less-regulated home environment brings up "rebellion" in some group members, as they view structure as fixed, inflexible, and oppressive. As one group members mentions, when it comes to planning an event like a party, her initial reaction is, "I don't want to do it! I can't do it! I deserve having good time without being stressed about arranging for it!"

Based on the discussion, the group facilitator offered the following suggestions:

If you don't want to do it - find a way not to! Think about who else can accomplish the task. Think about who you can delegate a part of the task to - delegate! Think about alternatives to what you plan - may be they are easier to accomplish.
To deal with initial anxiety around organizing/planning - instead of stressing about the process of organizing the event and thinking how much you dislike doing it, start your task by a brief visualization. Imagine the event you want (you "deserve!"), picture it in your mind as vividly as you can, connect to the sense of joy that this event can bring to you and others. Use this positive energy to accomplish one task for the event.

Neuropsychological Evaluation: Figuring Out How I Can Work Better With The Way I Learn

2011-04-14T15:00:00.000-07:00

On April 13, 2011, our group had a guest speaker, Dr. Steffen Fuller (www.fullerconsultingservices.com), who talked to us about neuropsychological assessment for attention deficits. Dr. Fuller believes that the main goal of neuropsychological evaluation is not the diagnosis per se (even though accurate diagnosis is important), but using the findings to help the assessed to figure out "how I can work better with the way I learn." In many cases it might mean developing strategies to compensate for the deficits in executive functioning and learning to use brain more efficiently. It can also mean learning coping skills to address problematic aspects of emotional-affective processing that interfere with learning.

Dr. Fuller is a strong believer in collaborative and multi-disciplinary approach to treating ADD/ADHD. Even though two people might get the same diagnosis, their cognitive profile can be very different and therefore, the treatment should be different as well. For example, one person can benefit from stimulants, while another can get too anxious on them. The service provider should work with the client in a collaborative manner, evaluating what works and what does not instead of forcing some particular approach. In addition, various remediation modalities (medication, coaching, therapy, group therapy) can offer different benefits and can enhance each other when used in conjunction. Being a trained group therapist himself, Dr. Fuller firmly believes in effectiveness of group interventions to treating ADD/ADHD. He points out that we best learn from each other and group affords multiple role models with diverse strategies to any given group member. As Dr. Fuller puts it, "May be I am not a role model for you, but someone else in the group might be."

Neuropsychological evaluation has an important place in this multi-faceted approach to addressing challenges of ADD/ADHD. Under ideal circumstances, what we learn from neuropsychological evaluation should aid us in better understanding of brain-behavior relationship and mastery of desired behaviors. According to Dr. Fuller, the foundation of our behavior is our intelligence; therefore, assessing the IQ is an important part of evaluation. Dr. Fuller distinguishes between cognitive ability (what we are able to do based on our natural endowment and practice) and cognitive potential (what we potentially might be able to do if we practiced). Potential can be harder to assess than ability, yet both are important. What can unfortunately happen to someone diagnosed with ADD/ADHD is that the person might get too stuck on his or her cognitive ability (or perceived lack thereof) without paying attention to developing cognitive potential. Dr. Fuller wants to remind everyone that no matter how disappointed we might be in our certain cognitive abilities, we all have the potential to develop new skills and strengths.

To Dr. Fuller, identifying person’s IQ is only the beginning. More importantly than the number, understanding how we learn can help us develop strategies for learning even better. Dr. Fuller points out that two people might have the same IQ and be diagnosed with ADD/ADHD, yet one can be a visual learner, and another one – a verbal. What it means is that if a visual learner tries to use “verbal” techniques, they will not work for him or her, but might work well for a verbal learner. A lot of times adults with ADD/ADHD try to use techniques that simply do not match their learning style and they end up feeling frustrated and discouraged. Good understanding of our personal learning style (do I learn better through repetition? Use of imagery? Narrative?) is important for developing effective strategies.

The hallmark of ADD/ADHD is uneven attention and concentration. It is not that people with ADD/ADHD can’t focus – they can, but sustaining a consistent focus is a challenge, varying from not being able to focus at all to being hyperfocused. Working memory (holding information in immediate and short-term memory while manipulating information) and processing speed (doing rote task quickly) are often affected in ADD/ADHD. This can interfere with one’s ability to pay attention and concentrate. Dr. Fuller distinguishes between “even” attention and “rough” attention. “Rough” attention is associated with a state of heightened arousal (for example, feeling nervous before the performance) – it is important for orienting us to the task in the beginning. However, once we are oriented, our attention under ideal circumstances should go into “even” state, which means that brain is working the way it is intended to work. For many people with ADD/ADHD, it is difficult to achieve “even” attention and they vacillate between inattention and “rough” attention. Figuring out strategies for bringing attention to an “even” state is important in dealing with ADD/ADHD.

According to Dr. Fuller, most people with ADD/ADHD are structure-dependent learners. Learning and performance can be enhanced through creating and utilizing structures. Some examples of structure include color-coding or attending a support group every week at the same time. Dr. Fuller encourages everyone to develop such supportive structures for themselves, and if needed, use help from trained professionals to do so.

Schedule for April-June 2011

2011-04-08T09:03:00.000-07:00

Session 1

April 6

Using Supports to Achieve Daily Goals: Peer Coaching

Presentation by group facilitator, group activity

Session 2

April 13

Neropsychological Evaluation: What Does it Mean?

Guest Speaker: Dr. Fuller, PhD, neuropsychologist

Session 3

April 20

Cognitive Skills: Why Attitude Matters?

Group discussion on different cognitive skills that help us maintain joyful and productive living

Session 4

April 27

Stress Management

Group discussion on various stress-management techniques, incl. relaxation exercises and calming influence of nature

Session 5

May 4

Task Management: Planning Complex Event that Involves Others

Group discussion on how to plan and manage time when other people are involved

Session 6

May 11

Task Management: How to Know When to Stop and Move to the Next Step

Group discussion on managing tasks that involve several steps, such as written school assignments or research, for example

Session 7

May 18

Task Management: Dealing with Anxiety and Distractions

Group discussion

Session 8

May 25

Dealing with Clutter

Presentation by C., former group member

Session 9

June 1

Visual Organization of Information

Presentation by D., group member: use of mind mapping for brainstorming and organizing information

Session 10

June 8

Basics of Memory and Organization

Presentation by group facilitator

Session 11

June 15

Dealing with Procrastination

Group discussion

Session 12

June 22

Task Management: Multi-Tasking

Group discussion

Session 13

June 29

Wrapping Up

Brainstorming ideas for the next cycle

Schedule for March 2011

2011-02-19T11:09:00.001-08:00

Session 9

March 2

Life Skills: Organizing Living Space

Presentation by J., group member

Session 10

March 9

Life Skills: Life Coaching

Guest Speaker: Donna Ricci, Life Coach

Session 11

March 16

Life Skills: How to Say No and Other Difficult Messages to Others

Group discussion

Session 12

March 23

Life Skills: Dealing with Hoarding

Group discussion

Session 13

March 30

Wrapping Up

Brainstorming ideas for the next cycle

Schedule for February 2011

2011-02-19T11:08:00.000-08:00

Session 5

February 2

LD/ADD/ADHD on the Job: Choosing a Right Work Environment

Group discussion

Session 6

February 9

LD/ADD/ADHD on the Job: Time Management

Presentation by L., group member

Session 7

February 16

LD/ADD/ADHD on the Job: Balancing Work and Fun

Group discussion

Session 8

February 23

LD/ADD/ADHD on the Job: How to Work Successfully with a Manager

Group discussion

SELF-REGULATION: HOW TO STAY FOCUSED ON ACHIEVING PERSONAL GOALS IN THE FACE OF ADVERSITY

2011-02-08T13:12:00.000-08:00

DR, our former group member, presented to us on the topic on 01/26/11. Here is the outline of her presentation:

To quote Benjamin Franklin and Albert Einstein “Where there is adversity; there is opportunity.”

I know my ADHD mind is like a never ending repository of information. For me it is important that I document to clear my mind. Therefore, I suggest you document your thoughts, which will move the information from your mind (the intangible) to the tangible. I believe the tangibility of the goal will make it a reality. Moreover, you will have something tangible to work with and you will be able to track your progress. Disclaimer I can only document what works for me. My ADHD mind is like a non-stop roulette wheel waiting for the little white ball to stop in a slot. If I do not have the following in my life, I either lose my focus and/or I am unable to focus.

1. ACCOUNTABILITY (COMPLIANCE)

a) Responsibility to someone for some activity

2. STRUCTURE

a) A (documented) rules, guidelines, policies and/or pre-established standards along with accountability (compliance) can be a barrier to losing of focus and/or losing sight of focus.

3. (STRATEGIC) PLANNING

a) Who

i) Build a partnership (team) with at least two other people who will keep you on track no matter how difficult the task and no matter how difficult one or both of them may become. Remember you gave them the job of keeping you on track. Outside of abuse, let them do their job.

b) What

i) Define your goal.

Þ The goal in its entirety may be overwhelming. Define and develop your goal by free-flowing your thoughts along with documenting your thoughts. Your thoughts = equal the steps of the goal. Upon completion of each step, check it off. Make sure your thoughts are in line with the goal.

(a) Based upon what I have learned about ADHD, individuals with ADHD are not linear thinkers. In other words, we may start at step A then go to step Q then go back to step E then progress to step M etc.

c) Where (unknown).

d) When

i) Establish a time line and/or deadline.

Þ This is related to accountability. In other words how much time do you want to spend on your goal?

e) How

i) Create a mission statement for your goal by using action verbs. Your mission statement will be your call to action.

f) Why

i) What is the goal’s purpose (mission)?

Þ For example, I am an email hoarder. I have approximately 20, 000 emails on my computer going back a few years. Many of these emails are junk emails. My goal is to get rid of the bulk of the emails. I have created folders for these emails. I periodically file these emails into their appropriate folders. Even though the goal is to get rid of the bulk of the mail (non-linear thinking), I have chosen to save the emails in a folder to read and review them before I delete them or the folder.

If you are able to succeed, the first time around that is wonderful and you deserve a reward. I know for me that is unrealistic. Do not be afraid to fail. I believe failure is a temporary distraction on the road to success. Learn from your failures. I once was told by a Psychologist, a sign of intelligence is the ability to learn from your failures (mistakes). Be careful not to hyperfocus[1] on your goal. Hyperfocusing is a distraction and can become an addiction.

[1] Hyperfocus is an intense form of mental concentration or visualization that focuses consciousness on a narrow subject, separate from objective reality and onto subjective mental planes, daydreams, concepts, fiction, the imagination, and other objects of the mind. ...

What is Executive Functioning?

2011-01-26T06:06:00.000-08:00

Executing functioning = cognitive control and self-regulation

set of various cognitive skills
ability to deliberately control your own behavior, thoughts, and emotions
is goal-directed
requires effort

Executive Function	Definition
Interference control	Strategically filtering irrelevant info in order to concentrate on task
Verbal working memory	Ability to keep and manipulate verbal info in one’s mind
Spatial working memory	Ability to keep and manipulate visual-spatial info in one’s mind
Response suppression (Inhibition)	Ability to suppress irrelevant behavior as the context changes
Set shifting	Re-organizing responses and choosing the one that is more suitable to the changing situation
Activation (Initiation)	Ability to maintain readiness to respond

(adapted from Joel T. Nigg.
What Causes ADHD? Understanding What Goes Wrong and Why. 2006)

Executive functions relate broadly to one’s ability to plan and organize (sequencing, decision-making, problem solving), self-regulate through self-monitoring, and apply knowledge of prior experiences to new situations in order to achieve goals.

Behaviors Associated with Impaired Executive Functions:

socially inappropriate behaviors
inability to apply consequences from past actions
difficulty in planning, initiation, and completing
difficulty processing, storing, and retrieving info

difficulty with time management
difficulty managing emotions, esp. frustration
lack of self-awareness
need for frequent “policing” from others

Solutions?

Smaller units of information
Using organizational tools and mnemonics
Writing things down!
Developing compensatory strategies
Self-alert (cueing)
Practice response interruption: Stop, Look, Listen

Self-Regulation: Staying Organized and Focused on a Job Task

2011-01-26T05:50:00.000-08:00

DH, one of our group members, gave us an excellent presentation on staying organized on a job task. He emphasized the importance of understanding how deficits in executive functioning, which are common in adults with ADD/ADHD and some forms of LD, can contribute to challenges often associated with ADD/ADHD/LD. Among some of these challenges are failure to plan properly, difficulty carrying the task through, and missing the deadlines. DH asserted that identifying "where your tripping hazards are," in other words, under what circumstances you tend to experience the above challenges, is the first important step in managing them successfully. DH offered us some strategies and resources to help group members deal with these challenges at work and personal life.

Executive function: a working definition (help4adhd):

Executive Function (EF) refers to brain functions that activate, organize, integrate and manage other functions. It enables individuals to account for short and long term consequences of their actions and to plan for those results. It also allows individuals to make real time evaluations of their actions, and make necessary adjustments if those actions are not achieving the desired result.

Strategies:

ACKNOWLEDGE deficits and find strategies to deal with them

AVOID situations that magnify deficits (highly-detail oriented routine work)

ACCOUNT for your actions by measuring your work and effort (to-do list / check-in w/boss, etc)

On the Job:

Manage environment to minimize distractions (where possible)

- Web blocking software for browsing

- White noise or wordless music + headphones

Develop rituals that work for you; one day at a time

- Create a morning and closing routine

- Set times for answering email or phones

Bring Your Backup Brain:

When handed tasks:

- find out what you have to do and how you are supposed to do it

- write down deadlines

- expected deliverables

- verify and confirm

Track activities and pause points

Time-management:

- calendar

- to-do list

- daily agenda reminders – are you getting done what you need to get done?

Meetings:

- Review material beforehand

- Sit up front but not too close

- Have a drink

- Take active notes

- Clarify points w/coworkers

External Cognitive Aids:

Mind-map

Tasking software (toodle do)

Smartphone

Notebook

Post-its

Basic Life Maintenance:

Take regular breaks (stretch, go for a quick walk)

Change locations

Landing pad

Sleep routine

Nutrition

- eat breakfast

- drink enough water

- eat a light lunch

REMEMBER:

There are no perfect tools.

There is no single solution.

Resources:

Ideas:

“Executive Function: Six Aspects of a Complex Syndrome” (Brown) http://www.drthomasebrown.com/pdfs/Executive_Functions_by_Thomas_Brown.pdf

10 Keys to Conquering ADHD in the Office

http://www.additudemag.com/adhd/article/817.html

ADHD & Productivity: 12 Strategies for Getting Things Done (Tartakovsky) http://psychcentral.com/lib/2010/adhd-productivity-12-strategies-for-getting-things-done

Succeeding in the Workplace

http://www.help4adhd.org/documents/WWK16.pdf

Two common theoretical models of ADHD (Barkley & Brown)

http://www.help4adhd.org/faq.cfm?fid=40

Tools:

AirPortExtreme router for Apple computers (Allows configuration to block websites on a schedule)

http://www.apple.com/airportextreme/features/security.html

Bubbl.us (mind-mapping web-based software)

https://bubbl.us/

Course of Action (Map out the work flow of your day; simple visual task manager)

http://www.lifehack.org/articles/lifehack/course-of-actions-task-flow-mapping-your-day.html

Evernote (web-based note-taking software)

http://www.evernote.com

Lifehack (productivity blog)

http://www.lifehack.org

Lifehacker (site full of technology-centric ideas for improving or changing your life)

http://www.lifehacker.com

PithHelmet for Safari (website blocker for Safari browser)

http://culater.net/software/PithHelmet/PithHelmet.php

Toodledo.com (web-based to-do list)

http://www.toodledo.com

Self-Regulation: Stress Management

2011-01-06T16:57:00.001-08:00

Group discussed stress management in the context of self-regulation. Members identified the following factors important for reducing stress related to work and everyday life:

Importance of understanding how one's mind works, what are your cognitive strengths and challenges. This understanding will help you determine what supports and resources you need in order to accomplish your goal, be it a work-related task or a personal project. It will also help you determine how to approach the task from the point of maximizing your strengths and compensating for your weaknesses. For example, one group member realized that he is not a linear thinker. Non-censored creative writing helps him to get his ideas on the paper better than working from an outline.

Using assistive technologies. Assistive technologies can help with organization, which in turn can lower stress related to planning and executing a project. Some of the group's favorites in terms of organizing thoughts and information are following software products:

OneNote - a Microsoft Office software that helps to organize text, image, video, and audio notes (for more information, go to http://office.microsoft.com/en-us/onenote)
Post-It Digital Notes - computer program from 3M that helps to organize notes electronically (for more information, go to http://www.post-it.com)
Evernote - program from Evernote that helps to organize information on your computer, phone, and web (for more information, go to http://www.evernote.com/about/learn_more/)

Psychotherapy. Working with a psychotherapist can help you clarify your stressors and develop skills for copying with them. One member underscored the importance of finding a therapist who is right for you and urged not to hesitate to "fire" your therapist if you don't get what you need.

Structure. Group facilitator emphasized the importance of having a structure for approaching various tasks of life, be it a work-related project or how one begins and ends his or her day. Contrary to thinking about structure as a rigid schedule in which every hour is filled with a certain task, she encouraged group members to think about structure as generalized approach to the task that is stable and repetitive, and at the same time flexible to fit different situations. She used the example of martial arts in which the incorrect posture (structure) will have you thrown off balance easily, while correct posture (structure) will allow you to meet the challenged in a prepared and balanced manner.

Grounding. Again, using the example of martial arts, the group facilitator talked about the importance of approaching the task from the position of being grounded as opposed to floating around. For example, if you work on the project, it is important to bring your mind in one place instead of following each thought that randomly pops into your head at any given moment. You can develop the skill of grounding through meditation and breathing exercises.

Redirecting energy. Very often, when faced with stressful situation, we tend to focus our energy on the stressor - an event or situation that we find stressful. We try to get rid of the stressor, avoid it, or run away from it. All the above takes effort and creates additional stress which makes us feel stuck. The group facilitator suggested to instead focus on regulating your own responses to the stressor and redirect your energy, if needed. Using the example of pushing hands, a practice with a parter used in martial arts for sparring and training, she demonstrated the principle of redirecting incoming attacking force into a place where this force can't harm you. It can only be achieved if you stay alert, flexible, and connected to the attacker (your stressor).