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Volunteers with ADD/ADHD An Asset to Your Organization

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Title: Volunteers with ADD/ADHD An Asset to Your Organization


1
Volunteers with ADD/ADHDAn Asset to Your
Organization
  • Shannon Simonelli Ph.D., ATR

2
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3
Hunters
  • Many skills of ADD/ADHD were useful skills in
    Hunter/Gatherer societies
  • Our society and schools are a farming society
    model
  • Hunters are responsible for massive social
    change, innovation risk-taking
  • America has more of this genetic type -
    adventurers misfits of British society
  • (Hartman, T. 2000)

4
Positive Qualities
  • Extremely intelligent
  • Adaptive to change - willing to try new things
  • Energetic/athletic
  • Visionaries/dreamers/imaginative/insightful
  • Resilient/trusting

5
  • Hardworking/determined
  • Creative/very visual/artistic/mechanically
    inclined/kinesthetic
  • Fun-loving/humorous/charismatic/enthusiastic
  • Optimistic/open-minded
  • Deeply compassionate/sensitive/passionate
  • Verbally advanced

6
Ask yourself
  • How might I best utilize people with ADD/ADHD in
    my volunteer organization?

7
ADD/ADHD Clinically Defined
  • Distractibility
  • Impulsivity
  • Restlessness
  • Disruptive behavior
  • Tactlessness
  • Irritability
  • Impatience
  • Risk-taking behavior
  • - Hallowell

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9
A word about wounding
  • Shame, humiliation, external controlling,
    diminishment of spirit
  • Mis-mirroring
  • Low self-esteem, inaccurate self-perception,
    avert risks
  • Overly reactive to negative feedback (PTSS)

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13
Lets consider
  • How do I make my organization attractive to
    volunteers with ADD/ADHD?
  • How might I best utilize people with ADD/ADHD in
    my volunteer organization?
  • What supports might they need?

14
Welcoming environment
  • Freedom of choice
  • Freedom from judgment
  • Positive feedback
  • Positively framed corrections
  • Valuing real contributions

15
Adult Learning Model
  • Learn, do, review
  • Learn, experience, reflection
  • The active reflective component are both very
    important for people with ADD/ADHD - reflection
    can be self-reflection or in relationship with
    others

16
How do we work together?
  • Examine your own frustrations or biases about
    people with ADD/ADHD - become self-aware
  • Develop peer supports/idea banks for staff
  • Encourage self-advocacy from volunteers
  • Be responsive, respectful
  • Give information verbally and in writing, keep
    talks to the point

17
Strategies
  • Clear predictable expectations, roles,
    schedules
  • Identify transitions and what will occur
  • Chunk work - tasks and time
  • Habituate tasks
  • Give things in writing as well as verbally
  • Give container to keep written things in
  • Expect the container will get lost
  • Have replacements or filed folder for necessary
    items

18
Red Cross Crisis Model
  • Do what you can
  • From where you are
  • With what you have

19
Resources
  • www.DrSimonelli.com for article on Educational
    Wounding, coaching and consulting services
  • www.sig.hawaii.edu/products for Effective
    Practice Briefs on SEL, Arts in Education,
    Service Learning, Planning for Differentiating,
    Service Learning and others
  • Gerber,R. (2000). A Practical Guide to
    Vibrational Medicine Energy Healing and
    Spiritual Transformation. NY Harper Collins

20
Resources
  • Adult and experiential learning models
  • www.ericfacility.net/ericdigests/ed259211.html
  • http//reviewing.co.uk/research/learning.cycles.ht
    m
  • http//tip.psychology.org/rogers.html
  • http//homepages.luc.edu/hweiman/page9adulted.htm
    l
  • Higher Education Service Learning Study
  • www.gseis.ucla.edu/slc/rhowas.pdf

21
Resources
  • Hartman, T (2000). Thom Hartmanns Complete Guide
    to ADHD Help for your family at home, school and
    work. Underwood Books.
  • Emoto, M. (2004). The Hidden Messages in Water.
    Beyond Words PublishingOregon.
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