
Dr. Saline's award-winning guide decodes what ADHD children desperately need from parents. Endorsed by Dr. Edward Hallowell as "wise, kind, and teeming with children's voices," it's transformed parent-child relationships with its revolutionary "5 C's" approach that one parent called "relationship-saving."
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Picture a child standing in the middle of a classroom, frozen. Not because they're defiant or lazy, but because their brain is processing seventeen different stimuli at once-the hum of fluorescent lights, a whispered conversation three rows back, the texture of their shirt tag, yesterday's unfinished argument with a friend. Now imagine that same child at home, exploding in tears over a minor request, not because they're manipulative, but because they've spent eight hours holding themselves together in a world not designed for how their mind works. This is the daily reality for millions of children with ADHD, and understanding this gap between their internal experience and external behavior changes everything. The ADHD brain isn't a character flaw-it's a structural difference. Certain regions are smaller, thinner, and less active, particularly the prefrontal cortex that doesn't fully mature until the late twenties. There's also an imbalance in neurotransmitters like dopamine and norepinephrine, which affect everything from attention to emotional regulation. Imagine trying to watch a movie where the film keeps skipping, the volume randomly changes, and the picture occasionally freezes. That's what processing information can feel like with ADHD. When we stop asking "Why won't you just focus?" and start asking "What does focus feel like for you?"-when we move from frustration to curiosity-we unlock not just better behavior, but genuine connection with a child who desperately wants to succeed but doesn't always know how. Executive functioning-those "director" skills that help you plan, organize, manage time, and control impulses-is where ADHD children struggle most. These skills fall into "hot" categories (conscious and behavior-related, like managing emotions and organizing tasks) and "cool" categories (unconscious and thinking-related, like working memory and focus). Nine-year-old Liam's experience in orchestra captures this perfectly: "I couldn't find the right music. Then, I stood up to ask when the performance was..." What looks like disorganization or impulsivity is actually multiple executive functioning breakdowns happening simultaneously. Here's what complicates things further: 45-71% of children with ADHD also have learning differences, most commonly in writing. Writing is particularly challenging because it requires simultaneous executive functioning-retrieving information, organizing ideas, planning structure, managing time, and persisting through frustration. Jack feels "trapped inside the page" with no words; Kia experiences physical discomfort while writing but loves storytelling. Nearly half of children with hyperactive or combined-type ADHD also struggle with disruptive behavior issues, anxiety, or depression. Anxiety amplifies distractibility; depression feeds on the negative self-talk ADHD children already battle. These aren't separate problems-they're interconnected challenges that require comprehensive understanding.
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Cree par des anciens de Columbia University a San Francisco
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Cree par des anciens de Columbia University a San Francisco

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