Ep 5: Rebuilding Confidence: How to Navigate the Mental Health Risks of ADHD & Executive Dysfunction

*Mental Health & ADHD/Executive Dysfunction section starts at 20:21*

When we talk about Executive Function, we also need to talk about mental health. Taking care of our mental health is important for everyone and studies show that there is a connection between executive function challenges and mental health diagnoses like depression and anxiety. There are many, many ways that executive function challenges affect mental health. In today’s episode, I’ll explore just two of these: emotional regulation for kids and the impact that ADHD can have on kids’ mental health. I had the absolute pleasure of sitting down with two guests to talk about these interesting topics. Sherry Fleydervish joined me from Chicago and Sean Potts joined me from Brooklyn, NY.

Sherry is a child and family therapist who is trained in many therapeutic areas, including theraplay, dyadic developmental therapy, art and play therapy, and cognitive behavioral therapy. Her areas of expertise and interests include anxiety, depression, ADHD, parent support, family transition, divorce, and separation support, trauma, attachment issues, and social and relational skills. Learn all about her work with Best Self Inc. here. 

Sean is one of Beyond BookSmart's earliest coaching clients as well as the producer for this podcast. Now, as an adult, Sean has developed a passion for raising awareness around ADHD and is especially interested the increased risk for mental health disorders and the societal stigma associated with ADHD. He uses that passion every day as a driving force in the work he does as Beyond BookSmart's Marketing Specialist  Check out some of that work on BBS's Facebook page and blog. 

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Here are some readings and resources for topics that came up in my conversation with Sherry & Sean.

You can find more about Sherry and her work at https://www.bestselfinc.com/

Mental Health and Executive Function Challenge Connection

Executive Functions in Students With Depression, Anxiety, and Stress Symptoms

What Should You Treat First? ADHD or Mental Health Challenges?

Executive Functioning: How Does It Relate To Anxiety?

Academic Anxiety: How Perfectionism and Executive Dysfunction Collide

3 Ways ADHD Makes You Think About Yourself

Self-Regulation and Co-Regulation

Executive Function & Self-Regulation

What is Co-Regulation? | Best Self Family Post

Developing Kids' Executive Function, Self-Regulation Skills

How Can We Help Kids With Transitions? - Child Mind Institute

Contact us!

Reach out to us at podcast@beyondbooksmart.com

IG/FB/TikTok @beyondbooksmartcoaching

Transcript

Hannah Choi 00:04

Hi everyone and welcome to Focus Forward, an executive function podcast where we explore the challenges and celebrate the wins you'll experience as you change your life through working on improving your executive function skills. I'm your host, Hannah Choi. When we talk about executive function, we also need to talk about mental health. Taking care of our mental health is really important for everyone. And studies show that there is a connection between executive function challenges, and mental health diagnoses like depression and anxiety. There are many, many ways that executive function challenges affect mental health and vice versa. And in today's episode, I'll explore just two of these: emotional regulation for kids and the impact that ADHD can have on kids' mental health.

I had the absolute pleasure of sitting down with two guests to talk about these interesting topics. Sherry Fleydervish joins me from Chicago and Sean Potts joined me from Brooklyn, New York. Sherry is a child and family therapist who works with infants through adults, and also supports the parents and families of these children. She is trained in many therapeutic areas, including theraplay dyadic, developmental psychotherapy, mindfulness, sandtray, and cognitive behavioral therapy. Her areas of expertise include anxiety, depression, ADHD, parent support, and family transition, divorce and separation support, trauma, attachment issues and social skills.

And Sean is one of Beyond BookSmart's earliest coaching clients. And now as an adult, Sean has developed a passion for raising awareness around ADHD, and is especially interested in the increased risk for mental health disorders, and the societal stigma associated with ADHD. He uses that passion every day as a driving force in the work he does as Beyond BookSmart's Marketing Specialist, and it's the reason why I thought he'd be a great fit for today's topic. I also need to mention that Sean is my partner in crime for this podcast, he does all the editing and all the sound, which is good, since I can't stand that kind of stuff. So without him, this podcast would not exist. Thanks, Sean.

Okay, so keep listening to hear my conversation with Sherry and Sean, and learn some great strategies to support both our own emotional regulation and that of our kids, and to hear how ADHD impacts the mental health of students, and how we can help support kiddos with ADHD. Okay, now on to the show.

So today, I would love to talk about two topics that are really, really important to me as a coach, and also to, I think everyone, the first is emotional regulation. And that's how we manage our emotions. And emotional regulation can be challenging for everybody. And it is especially challenging for kids, because they don't have a lot of experience, yet their executive functions are not completely developed yet. And they just haven't had a lot of opportunities to practice emotional regulation. So I'd love to talk about some, you know, ideas that you have shared from your perspective. And and then I would love to cover the idea of the connection between executive function and mental health. Because we see that a lot that there's a lot of challenges by people who have executive function challenges, often go hand have some also some mental health challenges along with them. So if we could cover those two topics today, that'd be fabulous.

Sherry Fleydervish 03:48

Absolutely. You know, something that I talk about, every single family session, every child session intake is just emotion regulation. You know, a lot of times I've see, I start my intakes with parents, and they come in, and they tell me what's been going on. And oftentimes I hear, you know, these behaviors are showing up and these labels and these things that kids are experiencing, and my mind immediately goes to regulation and where they got in their, in their ability to do that, and their ability to regulate and then the parents ability to help them co regulate to, which is something I talked about. But all of that comes from a deeper lower part of our brains that take so much time and years and experiences and everything to start to build. And so that's that's oftentimes regulation is oftentimes the first place that I really start with families.

Hannah Choi 04:43

And I feel like so many of us, at least in the generation that is old enough to have kids and then then the generation before us. There wasn't a lot of education about about self-regulation, emotional regulation, and especially co-regulation. I think, maybe even a lot of our listeners don't know what co-regulation is. Would you like to explain that a little bit?

Sherry Fleydervish 05:03

Yeah, absolutely. So what I often say is that we are sharing our nervous systems, especially with our children. And when they're little and they're babies, we're really doing everything for them, we're rocking them to regulate them, even when they're in our bellies, we're rocking them, we're regulating that, then we're feeding them, we're watering them, we're doing all of those things for them. And then as children get older, we start to help them use build their own ability to regulate themselves, but you know, even, we're even co-regulating with, with our high schoolers to, you know, instead of, maybe before you would pack their lunch for them, but, you know, now you're just putting things in the right spot in the, in the fridge for them instead. And so all those little pieces are helping them regulate, you know, instead of maybe holding them, you're just sitting next to them while they do their homework now, instead of really being there, but it really is just sharing your nervous system and sharing your regulation with your child. And I'm also always, you know, talking about how different energy states require a different type of regulation. So if you have a child who was really upset and sad, you can mirror that with your body, you can get lower with them, and you can talk to them at a lower level and put your hand on your on their shoulder. But if you have a child who's really angry and frustrated, "My brother just ripped apart my favorite stuffed animal!" and, you know, I, I invite parents to match that same energy with their child and get bigger and meet their effect and just tell them how frustrated it is that they this just happened. That's co-regulating, it's showing through your body through or voice through your aspect that I hear you, I see you. And then a child begins to be able to regulate themselves as we, as we kind of practice and learn and model that.

Hannah Choi 07:03

So so much of, of helping our kids is learning first, for ourselves what we need to do to help ourselves and then through that we can help our kids.

Sherry Fleydervish 07:16

That conversation invites a lot to understand our own systems, you know, I help parents understand what comes up for them as their child moves through different things that maybe, maybe transitions are really difficult. And so I invite them to wonder what does that feel like for you to when that is happening. And so the first step is regulating yourself, you can't help you can't help your child you can't help them regulate when you are in that state of dysregulation as well. So it really starts with just taking, taking a deep breath, and being you know, taking care of yourself first.

Hannah Choi 07:52

And it's so hard to do that. It's so hard to, at least I personally find myself feeling like well, that whole idea of putting your putting that mask on the oxygen mask on first, it's so hard in the moment, or just in the busyness of life, it's so hard to remember to do that. And, and that's, that's why I am always I think anybody who knows me, well, I'm always talking about self-care. And, and I think part of it is because I'm trying to remind myself like Hannah, you have to do that too. But it's so important to to take care of ourselves first.

Sherry Fleydervish 08:28

I think even just hearing that it's okay to pause and put your mask on. And model that's, that's a modeling moment. You know, mom needs a break, mom needs 10 seconds before she can figure out how to help solve this problem. That's, that's everything. And your kiddo feels like they can do that, too.

Hannah Choi 08:43

You mentioned transitions. And I know that's a really big, that's something that a lot of our clients find challenging. And I just know kids in general, and even adults can find transitions challenging. What what do you suggest for parents or ourselves? If we struggle with transitions? Do you have some kind of go to strategies that you'd like to suggest?

Sherry Fleydervish 09:08

Transitions are so so hard, and especially ones where we're moving from something that we're really enjoying and really liking and maybe can be regulating for us too, for example, you know, if your kid's playing video games that is actually really regulating and then they're, we're asking them to move to homework or dinnertime or whatever it might be - bedtime, that isn't so regulating for them. And so, just being mindful of that piece, too, when we're supporting our kids through a transition, it's just how you're approaching it and your own. You know, I talked about expectations a lot - the expectations that you don't even realize you have as you're leading up to a transition, what you want it to be like, even if you're expecting it to be abrupt because maybe it has been in the past and then tying in this topic of Co-regulation, how can you use yourself to help your kid get from A to B? Does, you know if the video game is super regulating, can you come in and say, "Okay, you have five minutes left. And then as soon as you turn off, we're going to pass the ball outside. Or as soon as you turn off, we're going to go, you can pick up your favorite game, and we're going to play it for five minutes before we move to dinner", or get out the house or whatever it is. You are offering yourself up to play into be almost like the little train to get from regulation to task that I don't really like so much. But just use yourself as a tool to do that. And that's in the moment. And then before it's trying to set up for structure and as much as as much as you can you have a plan for how often or how long you're going to be playing each game or doing each activity or whatever it might be, so that your child feels as as prepared as they possibly can for the next for the next things.

Hannah Choi 11:08

Transitions are so hard. I see just parents struggling with them on the playground after school. When the kids are they've come out of school and they're going on to the playground to play and then it's time to go. And I often hear parents say like, "Oh, I don't want to tell them it's time to go because then I know what I'm going to have to deal with". So what could a parent do in a situation like that?

Sherry Fleydervish 11:34

Oh my gosh, notice that notice that dread? Notice that worry? You know Where's where's this gonna go today? Are we gonna get to the car, are we gonna have a dragging, screaming kid to the car. Just be mindful of that. First off, take a deep breath before you're going. And then how? How can you enter that same playful state that they're in right out there on the playground? They're playing. They're having so much fun. And then they hear time to go right now? What if it was, "Hey, this seems like such a fun game of tag. Can you go and tag whoever it is that's next. And then we're going to head out". It's - you enter, join in the play join in even if it's for a minute, I bet that that minute ends up being more worth it than the potential 10 minutes or the potential screaming, you know, just join in notice what they're playing and then kind of come out together to the car.

Hannah Choi 12:40

That's so smart. Seems like co-regulation is I mean, it probably doesn't work every time I imagine. But if it sounds like it's a great strategy to practice a lot.

Sherry Fleydervish 12:51

It might not, you might get, "I don't want to I don't want to go. This is too much fun. I don't want to leave". You can still co-regulate, right? You could say "Yes, I know you're having so much fun. And you don't want to go to piano. You think piano sucks. And this is so much more fun". That's still you're still entering and you're still like meeting them for that really frustration. But we do have to go so like I'm, I want to help you I want to problem solve right now how to make this easier.

Hannah Choi 13:19

So sure, that read that makes me think of this idea that we should just stay calm, you know, and so that kind of makes me think maybe we shouldn't just stay calm. Maybe we like you said we need to meet them where they are. And it feels a little strange for me to think Oh, wow. Okay, yeah, to get angry with them. But, but then it really shows them that we understand where they are.

Sherry Fleydervish 13:43

I hear this so often, it's um, I tried to stay so calm, I stay so calm, I have, you know, me as calm as I can with my voice and all of these pieces. And that's incredible if you can, if you can be there. But that idea of mirroring your child's emotion, emotional state, it's okay to not be cool as a cucumber, you know, because if you hear a child to saying, you know, I'm just I'm so so sad. I'm so bummed out or I'm so angry and I'm so frustrated. Kind of like what we said earlier, it's, it's okay to meet them with that with that same emotion it shows mom and dad or whoever feels can feel that way too. So

Hannah Choi 14:30

I remember my mom when I first started working with kids as a teenager, my mom gave me some advice. And she said, when a kid is upset or just won't stop talking to you just say back to them what they have said to you, just repeat back to them what they've just said to you. And and it's and they just sometimes just want to be heard. So this idea of it's almost like this idea of co-regulation like they you are acknowledging their feelings. You're not You're telling them through your behavior that these feelings are okay. Is that would you say that's an accurate description?

Sherry Fleydervish 15:07

I love that I love that advice so much because it just shows a child it shows your child that it's it is okay to have all of these feelings. And later on, you know, addressing the behaviors and the way that you express them. That's that's a different story. But you you're modeling that it's okay to have have all of those different emotions, and they're welcome here, too.

Hannah Choi 15:28

Yeah great, thanks, Mom!! One time I was in a store and there was this little boy and he was probably three or four. And he kept saying he was with his grandparents and he kept saying over and over and over again. Like, I want Mommy, I want Mommy and they were they were yah. Yah, yah, yah, yah, yah, yah, yah, you'll see her later. Mommy's busy or whatever, and I want mommy he kept saying, I went up to him, and I said, you want your mommy? He said, Yeah. And then he stopped yelling about it. Like, see, you just need to say back to him, He just wants someone to acknowledge that.

Sherry Fleydervish 16:11

Sometimes we just we miss that piece. And, and, and it's almost out of the moment, it seems so simple or from, from that, from the observer, you saw that, like, that kid just wants his mom, you just want your mom so bad. You're so you just miss her. You know, and it stepped him right? Back into right back into it like, well, this adult just heard me okay.

Hannah Choi 16:35

But I guess it shows that when you are the parent or the caregiver in the moment, it's hard to, to step out and say, and like look at it, like an observer. Look at it like that crazy lady who just talked to my grandkid.

Sherry Fleydervish 16:52

It's a lot easier not in the moment to do that. Yeah.

Hannah Choi 16:55

So do you have any strategies for when you are in the moment, and it's hard, and you're having trouble getting out of it as as, as an adult.

17:03

The first step, it's just it's noticing, and maybe taking a step back, and maybe even getting lower getting on your child's level. And just even if, if it just means, you know, just looking at them in the eye and saying, you're just, you know, you're so worried about, you know, the test that you have tomorrow at school, if your kid just won't stop talking about I have to study I have to do this, I have to do this, I have to prepare this way. And my my advice is, is not so much to focus on the behavior, but to focus on the emotion underneath of what your child is saying. And just get curious with them, they might not be able to tell you how they feel. But they're communicating through even that little boy in the grocery store was probably feeling worried or missing, or just wanted, wanted his mom. And that's an opportunity for us to say and wonder, I wonder if you're feeling worried right now you don't know where Mommy is. Or I wonder if you're just nervous for your test tomorrow, we can pull the emotion out of the over and over and over talk that we hear. Notice maybe what it's bringing up for you, that might be the same feeling that your kids feeling, and isn't able to communicate it.

Hannah Choi 18:22

Being able to label your emotions is so important. And I feel like I and I think that is a skill that goes along with emotion with executive function. And just sort of that emotional awareness. And that's a big part of emotional regulation is labeling your emotions? Do you have any strategies for all ages for little kids up to adults for helping to figure out what you're feeling or maybe helping someone else to figure out what they're feeling? Because I imagine a lot of our coaches might need to help their clients figure out what they're feeling and maybe the client doesn't know what they're feeling, and they're hoping to figure that out.

Sherry Fleydervish 19:04

I always say as the whether you are the that whatever adult you are that's in that child's life, or that teenagers like it's, it's okay to guess and it's okay to guess wrong. You know, if you're noticing that a child is something just changed, you can just say, Oh, I just noticed something changed now. What happened for you, but what's going on right now, and it might not come out as a feeling. It might be I'm thinking this or you can you can still use that to be curious about the moment and if they can't connect to what they're what they're feeling, then maybe you can help them connect with what's going on in their body and I invite all ages, clients of all ages to do that. And if they can't express to me what they're feeling then I asked them to just draw it you know, can you pick a color can you draw what that what that feeling feels like in your body? Can you identify it somewhere inside write up your body right now. Or where that change just happened. It doesn't have to be through communication through through verbally, we can find other outlets. And maybe it's just a quick journal for a teenager or for us to just, I don't really know what's going on. But I'm just going to write for a minute and see what kind of comes out.

Hannah Choi 20:20

So something that that comes up a lot for, for us as coaches and I think just us as humans, and is what I talked about in our first episode is this idea of failure. And I the emotions that go along with that, and how I think with for people with executive function challenges, we, you know, people can often feel like failures, and there's a lot of emotions there and anxiety that might come up. And do you do have any, what's your insight on that, like the connection between between executive function and feelings, emotions,

Sherry Fleydervish 21:05

To follow up on the conversation about failure that you bring up is just how I loved the first episode that you released when we were talking about failure, because it is an it is a learning opportunity. But in the moment, it sure doesn't feel that way. It was really, really, really bad. And we have our own self beliefs that show up and start spiraling. And then we have all the messages that we've heard, you know, and if you're a kid or teenager struggling with some executive functions as well, then at school, you're probably oftentimes getting redirected and reminded and something wrong. And it's really hard not to internalize all of that, and end up with these negative thoughts about ourselves kind of swirling.

Hannah Choi 21:56

Well, I was just going to ask Sean, if he was comfortable sharing your own experience growing up, I know that you can relate personally to some of what Sherry was just saying, you want to share any of your experience.

Sean Potts 22:09

Yeah, I, I grew up most of my life, not really knowing I had had ADHD, it was one of those things where I would never really love going to school, it was very hard for me to sit still, it was very hard for me to like, have that sort of rigid, structured time. And that, you know, there was definitely a lot of friction that happens when I was younger around that, you know, and my parents noticed it at a fairly young age. And that led to me getting my first ADHD diagnosis tests when I was probably in fourth grade. And for whatever reason, I didn't get diagnosed at that time. So the problems continued to get worse. And until about halfway through middle school, when it was just sort of kind of hard to ignore the level of executive dysfunction that I was experiencing. I mean, I was a C/D student and I, you know, could never sit still, I was constantly getting kicked out of the classroom for whatever annoyance my 12 year old self was contributing to the classroom and distracting from learning. So I eventually at that age, was able to get diagnosed with ADHD. And that was sort of the beginning of my journey to treating it. I mean, of course, getting that diagnosis is huge. So from there, very soon after, you know, we started doing trials with medication. And also, I mean, that was a big component. But the biggest for me, it was definitely the executive function coaching. I got, I started working with a coach when I was at this point about 13, 14. You know, it took a little while, probably a year after my diagnosis before I really got moving forward with coaching. And for me, the transformation that happened was just like, was unbelievable. You know, within six months, I would say I was coaching, I was almost a completely different student I was, I was getting A's, which was the first time in my life and you know, I, there was no C's to be found on my report card. But more importantly, I rebuilt this confidence that I felt like I had lost from my years of going to school with untreated ADHD and just feeling like I was so different. That was huge. All of a sudden, I was like, teachers were complimenting me and I was, you know, like, the, my parents didn't have to nag me about homework. And I was feeling really confident in my abilities. And it was a big revelation. I think that confidence was sort of the the boost I needed moving forward. And now looking back, it's been what? Over 10 years since I had started coaching at this point. I'm 25 and the you know, I still am so grateful for the experience I had then, but I also recognize a lot of the problems that I had are not isolated incidents that I only experienced. I mean people all over the world have on untreated ADHD and the consequences of that can be really substantial, both on their mental health, their sense of self and their, you know, future prospects. So I'm have become very passionate about that. It's why I also love my job now working as Beyond BookSmart's Marketing Specialist, where I'm able to educate and spread awareness and advocate for a lot of the stuff that I struggled with and so many other people struggle with. So it's really cool to be here and talking to both of you about this, it's really, it's kind of an amazing, full circle to be here and be able to talk about it in the way that I am.

Sherry Fleydervish 25:35

Oh, that's, it's a really important piece to bring up. And I appreciate you sharing a little bit about that diagnosis coming a little bit later in adolescence too and what that must be like to experience or go through all of those years of school and not really understand what's different about how your brain works, and what your brain needs, until later on. And when we tie in mental health. And what we know about regulation, as well, is that we can't really access those thinking decision-making parts of our brains when we're not emotionally regulated. And so mental health, and if we're struggling with, even if it's stress, or anxiety, or depression, or whatever it might be our whole, we aren't able to plan and organize and our memories impacted. All those pieces that we need to be successful are, it just makes it harder to do that to get there.

Hannah Choi 26:36

And I imagine if you have grown up with this continuous message that you're hearing over and over and over again, that you're a failure, I mean, that maybe that's not the words they're using. But that's might be the message you're receiving. And imagine that that causes an amazing amount of stress on the brain, and then makes it even more challenging to access the executive function skills that that are already challenging.

Sherry Fleydervish 26:59

Absolutely. Yeah. You. It's, you know, those beliefs and your own perception of your own abilities, and can lead to some of those thoughts. And then that I can imagine how then having those feelings, and maybe leading to that either leading to avoidance or anxiety and not wanting to go to school or not wanting to go certain places where maybe those feelings have come up in the past and all of those things, kind of becoming comorbid and leading to each other.

Sean Potts 27:33

Yeah, absolutely. That's totally true. And I think, from my own experience, and from the research that's been done, I think there was something that said that by the time someone with ADHD turns 10, they've heard, I think, 10,000 more corrective messages than their neurotypical peers, which is, I find very sad, because that has a big ripple effect that impacts someone with ADHD's perception of themselves, first and foremost, but also of their capacity to do things and their confidence. And that, again, it has a ripple effect later in life that really impacts your mental health, your sense of self, your, again, your confidence. And I find that to be one of the saddest things about untreated ADHD is the fact that there's this coexisting mental health risk that people with ADHD also have. This leads me to my first real question, which is for you, Sherry. And it's that I'm very interested from the work that you've done, how you've seen some of the impact that that type of corrective messaging or other challenges that people with ADHD have, how that's manifested into mental health challenges, and the clients that you work with, would love to hear anything you have to say on that subject?

Sherry Fleydervish 28:53

I'm just thinking about the first thing that comes to mind is this environment, the environment of school, and what is expected of students, and how if you're not fitting in, maybe because of your ADHD diagnosis, executive functioning challenges, you're not fitting in with what is expected. And where I start, oftentimes, I do collaborate with schools, and I'll kind of talk about how I do that with my clients. But it's first starting with, with my clients and with their families, and recognizing that maybe these pieces of the environment actually aren't working with me or for my brain or for how I needed and so not necessarily adapting yourself in that moment, but I'm more wondering how can the teachers support the state that you have, and how can we adjust this expectation to fit in with what you what you need and talking with teachers and maybe even providing some education to about how oftentimes these students are experiencing redirections? And how can we You help them without constantly correcting correcting their behaviors. Instead, working with teachers has been really, really validating for for all the families and the clients that I work with. Because just knowing just a student going into school knowing that my teacher gets it, you know, she knows that I'm not trying to misbehave, or trying to be a bad kid, or whatever it is that had been coming up in the past is is not the case and knows that, you know, I'm trying to try and make the best that I can.

Hannah Choi 30:36

Have you noticed an increase in opportunities to work with teachers? Like are, is there more of a, are educators becoming more aware of kind of like a holistic approach to teaching?

Sherry Fleydervish 30:52

Absolutely, I, I really, really appreciate all of the teachers that I that I'm able to collaborate with, and that they're able to take the time to speak with me for, you know, 15, 20 minutes about one of their 30 students, and there is so much more social emotional learning going on in the classroom these days, it's truly incredible. And then that insight is so helpful for therapy, I use everything that the teachers are giving me all those observations, and bringing them into the room. And then life on on the flip side, as well, I feel that teachers are craving this piece and needing it and wanting to know what works best for each student. And they're so willing to implement it, because that's all they want is the success of their students. And then unfortunately, a lot of times, it's you know, what, if you're not supporting my kid, you're not doing what they need. And teachers are self-internalizing, to, like, I can't connect with this kid. And this is so hard, where, you know, I try so hard to just let teachers know you're doing the best that you can. And it's not, you know, some kids have different needs, and how, how open they are to having those vulnerable conversations, something I'm really grateful for.

Hannah Choi 32:03

And I imagine that there's also it also varies from school, depending on the, you know, the the leadership, and how aware of the leadership is of, of the importance of social emotional regulation, and just how important that piece is, I was just talking recently with our, my, my children's elementary school principal. And, and she was saying that, that for her, that's number one that's, that comes first. And the happiness of her teachers, you know, is just so important, and that she sees mental health as the most important thing first for everybody. I love. I just loved hearing that. And, and so that's great that you're seeing a lot of partnership between schools and mental health providers.

Sean Potts 32:48

Yeah, that's a great point, Hannah. And Sherry, I'm just curious, I just have a quick question for you, too. Do you find in the work that you do, that teachers have become more aware or perceptive to the, to these issues around ADHD and executive function than they were, let's say 10 years ago, because from my experience growing up, it really felt like, almost no fault of their own, teachers just didn't really know about these challenges, they didn't really know how to handle them. And because of that, oftentimes, you know, that would manifest into frustration or other areas like that. And I'm just, I'm just curious, if you think that's changed at all, in the last 10 years, in the work that you've been doing,

Sherry Fleydervish 33:27

I think, you know, to Hannah's point, it definitely depends on the administration, the higher-ups and what that, you know, the different environments and of each school as well. But overall, I definitely see teachers were invested on that mental health, emotional piece, I think, because there's so much more education out there on it, the stigma is decreasing, and so many more people are open to therapy, and there isn't this huge stigma on it, for lack of a better word, that it seeps into education, and it seeps into the teachers as well, you know, they are recognizing that they have their own things going on too, then it's so much easier to see and to connect with students who are also experiencing that. And so, I think overall, just it's, it's a lot easier to have those conversations and teachers are really willing to go there.

Hannah Choi 34:27

And breaking down that stigma around mental health and therapists and you know, taking care of our mental health is so important. And and why continuing to have these conversations and normalizing the idea of having a therapist normalizing the idea of, yes, everyone has executive function challenges like I am the first one to admit Yeah, I'm a coach and I love helping people and I also really struggle with in certain areas of executive function, and you and just just having these conversations and showing people You can talk about it, and it's okay. And talking about it is going to help, it will help, it'll help someone. Oh, that's great to hear that that conversation is happening more.

Sherry Fleydervish 35:13

And sometimes even just talking to teachers on that note of acknowledging your own challenges, whatever, whatever it might be, you know, that is such a great way to connect with your kid, you know, or your student, whoever it might be that, you know, I have a really hard time organizing my stuff to, here's something that has helped me or let's problem solve together, let's, let's work through this, let's figure out how to do it. Just that little piece, that little nugget, I'll have kids come in, and just tell me that they had this great talk with their teacher, and the teacher might not have even noticed that it was just this little piece little thing that they connected on, you know, I felt this way before. That's everything can be everything.

Hannah Choi 35:50

I see that a lot in my clients, whenever I you know, if I share something that I've really struggled with, I see, like visible relief on their face, like, wow, this person who's supposedly, you know, obviously, she knows something about executive function. She has struggled with it, too. And it's, yeah, it's so important to share that. Although it can be scary to be open about your own struggles, your own challenges. But I think it gives everyone else permission to think, oh, I actually feel that way too sometimes. And that's okay.

Sherry Fleydervish 36:24

I've worked through that over the years as a therapist, and how to self-disclose and learning how to disclose in a way that's really validating, and opening up this place of, of comfort. And it sounds like you're working on that same thing, too. And just showing, no, I have, I have these struggles, too. And I have these feelings. And these eyes open up so wide, some of these kids like, well, you know, adults that I model also experience struggles.

Hannah Choi 36:56

And it's okay. Something that reminds me of the idea, I can't remember what it's called, you probably know, the, the idea where you can feel two different two opposing feelings about the same thing at the same time. So the idea of replacing but with and then so that reminded me of Sean, your your experience growing up? And how, if you had, maybe you've received the message, like, you know, you, you are, you need to work on your organization or whatever, and you're, you're a great student, or you're a good, you know, you might have heard like, yeah, you're smart, but you, you know, need to work on this. And it kind of negates everything that was said first. So do you is that a strategy that you have shared with people? Or is that something that's coming up for you lately?

Sherry Fleydervish 37:56

I think that when you're when you're offering that opportunity of learning, right, that's usually what what we're doing, at the end of the day, when you're offering criticism, or you're offering your observation or whatever it might be, it's an opportunity for that other person to, to learn or in your mind get better at whatever that challenge is. And so we have to sandwich those pieces with, obviously, things that will make them feel proud of themselves and feel accomplished. And then when you're adding in these pieces of but you can do this next time or but whatever it might be, you know, here's the place, sometimes I'll say it like this, you know, your brain works really, really good at your, you have a great memory, you're very creative. And you have an ability to see all these little details that everybody else may not be able to see, but your brain at, or I don't even want to say but your brain has a little bit of a harder time with shifting attention from this to this or from whatever activity we're doing before to this one. And so maybe connecting with, with that actual piece that they're struggling with. And saying, you know, I'm here with you, I want to help. I want to help you strengthen this part of your brain, I want to help this not be so hard for you. And connecting with you know how hard it is for them feeling that comes up for them. And then working together to be kind of kind of like a consultant or that you know, how can we problem solve together?

Hannah Choi 39:36

And that makes me think of the idea of meeting someone where they are and and not asking more of them that they are then they're ready for and figuring out what their strengths are and how they can use those strengths. Sean, do you remember do you think have you ever thought about that concept of like, of, of you can be this One of the thing and the and the kind of opposite at the same time. And do you think that any of the messaging that you received growing up as a kid with ADHD, do you think if you had been told this message of you have challenges, and you're like, you're this and you're that instead of you're this, but you're that, do you think that would have made a difference for you?

Sean Potts 40:21

Oh, yeah, I think that would have made a huge difference. Particularly around when I was maybe nine years old, I remember I just had this one teacher that just never really understood or got me beyond the surface level challenges that she saw. And my mom often recalls this one parent teacher conference, or the typical one that would happen near the end of the year, where she, you know, once the conference with my dad, and you know, for the next 20, 30 minutes, my teacher just kept listening, all these negative things I was doing wrong. And eventually she just snapped and was like, "Do you have anything positive to say about my son?" And I think that's the best example of what it was really like for me being in the classroom every day with the teacher who saw me in that way. And I remember the next year, I had just such a an upgrade, where I had a teacher who immediately got me and saw some things that I didn't even see in myself, particularly around writing and creativity and some things that I've since learned that I really like. And the first time the parents come into the classroom, she mentioned how the first thing she said to my mom, when she came up to her was your son, so creative. He's such a great writer, and my mom tells me that she just started crying, because from her perspective, she had been hearing these negative things. And that was in stark contrast to what she knew about me. But at a deeper level, it was a stark contrast to it, I felt like I knew about myself, but I had really impacted me hearing all the things I had heard that year before from that one teacher, and some of the ways that she approached my challenges. So, you know, I really think it would have been a huge help to have had that earlier. And I think, you know, overcoming that was a huge part of my journey with my ADHD and the executive dysfunction I was experiencing. So no, absolutely, I think that would have made a huge difference. But I also do recognize that I was lucky to have had a teacher like that. And I also recognize that there are a lot of students who don't. And that's really, really sad and unfortunate, because I think anyone growing up with those types of challenges, needs to needs to meet somebody who can see you as an individual beyond just those sorts of those surface level challenges. So that you can realize that they're really just that surface level challenges. They're not some inherent character flaws that makes you you know, irrevocably messed up are different. They're a challenge that you have a whole lifetime to be able to overcome. But within that, you also have your strengths. And if you can have a teacher or somebody in your life who can help you realize that as someone who's young with ADHD, I think that is one of the most important ingredients for future success. And I again, I feel very lucky to have had that both in that teacher but also in my coach.

Hannah Choi 43:07

Yeah, and then what you said about confidence, I mean, that keeps coming up in every conversation that I have had, I feel like about everything recently, but especially these conversations for the podcast is it all seems to come back to confidence. And I imagine share, you see that a lot in both your clients and the parents of your clients. And that when you learn the skills, then you become more confident, which then helps in I imagine more ways than we will ever know for people.

Sherry Fleydervish 43:39

That is something that comes up in almost every intake, "I just I want my kid to feel more confident". And that shows up in every aspect, then up up their identity. And when I bring kids into my office, that is one of the first things that I work on is Where do you feel your best? Because these are not, kind of to Sean's point, these are not conversations or things that kids just inherently think about, you know, where my where am I? Where do I feel the best? Where do I feel strong? Where do I feel empowered, and confident? I bet you every kid you speak to will actually have an example of it. But then and offering your own piece if they don't you know why see how how focused you are whenever you're drawing in session. Or seems like you're three steps ahead when we're playing Connect 4 for every single week. Those are these little pieces where you're starting to notice other their notice there's their confidence when they might not even be seeing it themselves. And then using that to work towards some of the challenges and the pieces the things that they want to see different in their own lives. Even five year olds can tell me "I want to feel less of this feeling and more of this feeling". Like, Okay, great. Well, using the things that I know where you feel competent, we're going to, we're going to build on those pieces that feelings you don't want to have any more the challenges you're having at school. You're not just this one thing.

Hannah Choi 45:17

That reminds me of a conversation I had with my family recently, we went around the room, and we challenged each other to come up with five things that we were really good at, we had to say it about ourselves. It was so hard. It was such a hard thing to do. And I think you're right, we don't naturally think that way. And, and so how great to start off, you know, a conversation with someone that way i when I've meet for when I first meet a new client, I always ask them, so what are you good at? And it's it's hard to think that way. But it's important. Yeah. Great to have any. Sean, do you have any other questions for sherry?

Sean Potts 45:59

Yeah, so for the clients that you work with that have, let's say, anxiety and depression, but also have ADHD where these two, these two, or maybe even three things are existing simultaneously? How do you assess where to start treatment? Do you start with the ADHD? Do you start with the depression, anxiety, what's the focal point for treatment, and why?

Sherry Fleydervish 46:23

This happens often, right? Where a client is experiencing symptoms of different diagnoses, and maybe if it has comorbid diagnoses already coming into, into my session. And I start by just really, really, really, for a moment, putting aside that diagnosis, and noticing what is what is showing up the most, and what is the most symptomatic, and what is getting in the way most for this client. You know, if they have dual diagnosis, then maybe we need to first focus on that anxiety. And that is the most important and to figure out how to calm your mind calm, your body be a little bit more regulated. So then you can tackle some of those some of those pieces and those thoughts. And then we can dive into the other diagnoses or the other symptoms, you know, that the diagnosis is important and really validating for so many people. And for me, too, and it helps with treatment, but just kind of looking at a client and a person as a whole, and parsing out what is what is really the most important thing to support in the beginning. And everything else will eventually fall into place.

Hannah Choi 47:36

I find that to with coaching, you know, we always start off like, what's the thing that's the hardest for you right now? Like, what's the thing that's causing the most stress for you, and the thing that, that that's keeping you up at night, and just starting there, and you're right, I do find that the other things kind of end up naturally just getting involved and and leading into them. And then and then I do notice also that some of the challenges that came up, once we address those challenges, they actually were associated with some of the other stuff too. So then it makes the other stuff that used to be super challenging, also a little bit less challenging, just by working on this one other thing.

Sherry Fleydervish 48:19

I wonder if it's that they're building on their strengths, or they're starting to feel more competent in one area, and it kind of just even without even that conversation happening. It's just starting to morph into those other places. Other things.

Hannah Choi 48:32

It's pretty magical to see. So I imagine you have that experience as well. Yeah, thank you so much, Sherry. It's just so interesting to listen to you talk and and you have such a calm manner about yourself. I bet your clients just love talking with you.

Sherry Fleydervish 48:51

I loved this conversation, I feel like we just I wish it happened more. I wish these conversations were out there more just kind of normalizing therapy and parenting support. You know, it's just, you need the space, you know, and it's not just a drop-off service. I won't let that happen. I don't let that happen in my office. I make sure parents know from the beginning. I don't care if your, you know, your kiddos coming in here, five or 17. You know, I want to work together so that what's going on in my sessions is is coming and translating at home, too.

Hannah Choi 49:32

When when my kids were little I lived on Cape Cod and I have to give a shout out to Cindy Horgan at the Cape Cod Children's Place. It's a an organization that provides support for young families on the outer and lower cape. And my kids went or my Yeah, my kids went to preschool there and she approaches it like that when you. Yes, your kids go to school there, but she supports the parents so much and you could just make an appointment to go talk with her about any parenting challenges that you're having, and she just wrapped you right up in her, you know, figurative arms and just kept you, you know, gate gave you great strategies and and, and she was so great she was so open about her own challenges and just normalized everything so much. And just what you were saying right there just reminds me so much of that experience and I wish that every, every child, and every parent would have an opportunity to work with someone like Cindy Horgan. So. So thanks, Sherry, could you share with our listeners, where we where they can find you if they're interested in asking you more questions or learning more about you?

Sherry Fleydervish 50:42

Absolutely. So you can find my profile on bestselfinc.com. And you can also find a whole lot of other resources for children, teens, parents, families of logs, and resources are all on our website. You can even subscribe to our family newsletter. And we often will send blogs through that updates, anything that we've written.

Hannah Choi 51:08

I'll be sure to include all of that information in our show notes, too. So if you're listening, check out the show notes. And you can find it there too. Thank you so much to both of you for joining me today. I just I loved every second of this conversation. I feel like I could have talked for a whole nother hour, but maybe maybe another day.

Sean Potts 51:28

Absolutely. Thank you both. This has been such a pleasure to join this conversation.

Sherry Fleydervish 51:33

Thank you so much. It's been really wonderful to be here.

Hannah Choi 51:38

And that's our show for today. Thank you for joining me and taking time out of your day to listen, I really hope that you found something useful in today's episode. As Sherry said, it's so important to have these conversations about mental health, executive function challenges and parenting support. The more we talk about these so called stigmas, the more we normalize them, and by normalizing them more and more people will be able to access the support they need without negative reactions from the people around them. And here at Focus Forward, we will continue to have these important and sometimes difficult conversations in the hopes that we help someone, somewhere. If you are interested in normalizing these topics, please check out the show notes for some tips on how you can help. Oh, and hey, you can start off by sharing our podcast with your friends. If you haven't yet, subscribe to this podcast app beyond booksmart.com/podcast. You'll get an email about every episode with links to resources and tools we mentioned. Thanks for listening