Author's Keywords: conscience, friendships, self-control, social skills, temptation resistance, apology skills, anger control	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: Children and Adults With Attention-Deficit/Hyperactivity Disorder URL: http://www.chadd.org
Citation: URL: http://www.allacademic.com/meta/p116622_index.html Direct Link: HTML Code:

Taylor, John. "BUILDING CONSCIENCE, TEMPTATION RESISTANCE AND SELF-CONTROL SKILLS IN CHILDREN AND TEENS WITH ADHD" Paper presented at the annual meeting of the Children and Adults With Attention-Deficit/Hyperactivity Disorder, Renaissance Nashville Hotel and Nashville Convention Center, Nashville, Tennessee, Aug 27, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p116622_index.html>

Taylor, J. F. , 2004-08-27 "BUILDING CONSCIENCE, TEMPTATION RESISTANCE AND SELF-CONTROL SKILLS IN CHILDREN AND TEENS WITH ADHD" Paper presented at the annual meeting of the Children and Adults With Attention-Deficit/Hyperactivity Disorder, Renaissance Nashville Hotel and Nashville Convention Center, Nashville, Tennessee <Not Available>. 2009-05-26 from http://www.allacademic.com/meta/p116622_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This session focuses on several key aspects of social skills and conscience development that are especially helpful for children and teens who have ADHD. Topics include making and keeping friends, improving anger control, processing life’s frustrations in a healthy way, making better decisions, asserting personal needs in a win-win format with peers, countering undesirable peer influences, resisting temptations, developing apology skills, and related issues. The techniques are simple, nonthreatening, teacher-friendly and usable in home, classroom and clinical settings. They apply regardless of which components of ADHD the children and teens exhibit. This session features discussion and demonstration of several different methods of social skills instruction, including sculpting, role plays, guided discussion, internal prompts and cuing slogans, descriptive paragraph analysis, and the six-step S C O R E D method. Friendship skills are one of the most frequent social deficits of children with ADHD. This session covers thirteen key skills for improving and maintaining friendships. Examples include letting the friend go first when at play, talking about the friend’s interests, and empathizing with the friend’s feelings. Frustration tolerance is notoriously low among those with hyperactivity, and handling difficulties gracefully is an import social skill for hyperactive children and teens to develop. This session includes discussion and demonstration of high-impact counseling methods for improving patience, tolerance of imperfection, and acceptance of frustrating events. Examples include the classic “half-empty but also half-full glass”demonstration that imperfections always occur in every circumstance. Anger is best understood as a energizing, focusing, self-protective secondary emotional response to a perceived primary hurt. It needs to be recognized and channeled into constructive directions. The key principle isn’t to avoid being angry but instead is to use the anger wisely. In this session, three helpful ways to utilize anger are discussed, along with four common anger errors made by children and teens with ADHD. Emergency maneuvers for handling discharge of great amounts of anger are also described in this session. Decision making among those with hyperactivity tends to be rash, careless and impulsive, while that of the inattentive type tends to be sluggish, resulting in indecisiveness. This session portrays techniques of slowing down those with hyperactivity and facilitating more prompt and efficient decision making by those who have ADHD inattentive type. A simple 4-step procedure originally developed to assist young hyperactive children in decision making will be illustrated. Social assertion is one of the most important social skills for children with ADHD to learn. Hyperactive children tend to be overassertive, and those with inattentive type ADHD tend to be underassertive of their needs. Neither group ends up creating very many win-win solutions in potential conflict situations with peers. This session provides some practical answers to this issue. It includes a simple three-step assertion paradigm originally developed to assist hyperactive children with this important social skill. Desperate for more friends, careless in decision making, and thirsting for adventure, hyperactive children and teens are at great risk for succumbing to undesirable peer influences and temptations. This session features detailed discussion of several cognitive behavioral strategies for strengthening personal decision making and “saying no” to temptations. Strengthening the child’s or teen’s sense of internal self-control is an important feature of many of these strategies. Examples include “Stop and think: What should I do at this moment?” and “Say no twice, then leave.” Because of the well known correlation of ADHD with substance abuse, resisting temptations for drug and alcohol use is of course a crucial skill to help these teens develop.. Few children are more in need of redeeming stressed relationships and reclaiming broken friendships than those with ADHD. Yet the are of apology is seldom taught to them by their parents, teachers and counselors. This session answers this dilemma with thorough discussion of eight different aspects of an effective friendship-reclaiming apology. Examples include “Admit that you did it, “Ask for forgiveness” and “Make amends.” The overall objective of this session is to provide participants with a wealth of practical new strategies for high-impact intervention to assist in these crucial areas of social adjustment.

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