CBT for College Students with ADHD: A Clinical Guide to ACCESS

by Arthur D. Anastopoulos, Joshua M. Langberg, Laura Hennis Besecker, Laura D. Eddy

Overview

This book provides an overview of the ACCESS program, a mental health program that has been developed and tested as an efficacious treatment for college students with ADHD. This program is at the cutting edge of clinical research, incorporating treatment strategies that allow for dissemination in real world settings in order to effectively assist college students experiencing difficulties in their academic, personal, social, and emotional functioning. As cognitive behavioral approaches have proved to be the most successful psychological treatments to date, the techniques in this volume follow that model in a detailed and nuanced fashion. The authors provide a week by week breakdown of the program, supplemented by handouts and worksheets designed to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, CBT for College Students with ADHD is a crucial resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults.

Product Details

ISBN-13:	9783030331689
Publisher:	Springer International Publishing
Publication date:	12/04/2020
Edition description:	1st ed. 2020
Pages:	255
Product dimensions:	6.10(w) x 9.25(h) x (d)

About the Author

Arthur D. Anastopoulos, Ph.D., received his doctorate in clinical psychology from Purdue University and currently holds the position of Professor in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where he also directs an ADHD Clinic. Throughout his career, Dr. Anastopoulos has maintained clinical and research interests in the assessment and treatment of attention-deficit/hyperactivity disorder across the life span, with a current focus on emerging adults with ADHD attending college.

Joshua M. Langberg, Ph.D., received his doctorate in clinical/community psychology from the University of South Carolina and currently holds the position of Professor in the Department of Psychology and serves as the Associate Dean for Research for the College of Humanities and Sciences at Virginia Commonwealth University. Throughout his career, Dr. Langberg has focused on the development and dissemination of interventions for adolescents and emerging adults with attention-deficit/hyperactivity disorder that are feasible to implement in community and school settings.

Laura Hennis Besecker, Ph.D., is a research scientist in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where she completed her doctorate in clinical psychology. In addition to her clinical work within the ADHD Clinic, Dr. Besecker is an instructor teaching graduate and undergraduate courses at both the University of North Carolina Greensboro and Elon University. Dr. Besecker’s clinical and research interests are focused on resilience and protective factors among youth with ADHD, anxiety, disruptive disorders, and health needs.

Laura D. Eddy, Ph.D., is a research scientist in the ADHD Clinic in the Department of Human Development and Family Studies at the University of North Carolina Greensboro. She completed her doctorate in clinical psychology at Virginia Commonwealth University. Dr. Eddy’s clinical and research interests include cognitive-behavioral theory as applied to the treatment of individuals with attention-deficit/hyperactivity disorder (ADHD), the overlap between comorbid internalizing conditions and ADHD, and the experiences of pregnant women with ADHD.

Table of Contents

Chapter 1 ADHD in Emerging Adults Attending College

ADHD Overview

Epidemiology

Functional Impairment

Conceptual Understanding

Summary

Assessment Issues

Diagnosing ADHD

Co-Occurring Conditions

Additional Assessment Considerations

Summary

Treatment

Disability Accommodations and Pharmacotherapy

Psychosocial Interventions

Critique of Psychosocial Treatment Literature

Summary

ACCESS

Impetus for Developing ACCESS

College STAR Project

Description of the ACCESS Program

Empirical Support

Summary and Conclusions

References

Chapter 2 General Guidelines for Planning and Implementing ACCESS

Planning ACCESS

Provider Qualifications

Student Characteristics

Scheduling Considerations

Implementing ACCESS

Group Sessions

Mentoring Sessions

Socratic Questioning

Allocation of Time to Topics During Group and Mentoring Sessions

Coordinating Delivery of Group and Mentoring Components

Confidentiality Issues

Guest Speakers

Missed Meetings

Handouts

Using Portions of ACCESS

Chapter 3 Active Phase — Week 1

Group

Introduction to ACCESS Program

Beginning Group Session

Describe How ACCESS Is Delivered

Set Expectations for Participation and Attendance

Briefly Review Outline of Sessions and Discuss Expectations for Progress

Meet Mentors

ADHD Knowledge

What is ADHD

Prevalence

Developmental Course

Situational Variability

Neuropsychology of ADHD

Behavioral Strategies

Assign Between-Session Practice

Adaptive Thinking Skills

Assign Between-Session Practice

Ending Group Session

Mentoring

Introduction and Confidentiality

Brief Introduction

Check-In

Collaborative Agenda Setting

Learn More About the Mentee

Clarify What Mentoring Is and Is Not

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Assess Mentee’s Strengths, Needs, and Goals

Ending Mentoring Session

Week 1 Handouts

Chapter 4 Active Phase — Week 2

Group

Beginning Group Session

Ask Group Members to Reintroduce Themselves

Address Any Carry-Over Issues from Week 1

Check to See If Connections Were Made with Mentors

Remind the Group of the Importance of Between-Session Practice

ADHD Knowledge

Start the Knowledge Section

Encourage Group Discussion

Clarify the Roles of Nature Versus Nurture

Review What Brain Areas and Functions are Likely to be Impaired

Discuss Pathways Impacting Prefrontal Cortex

Address the genetics of ADHD

Encourage Students to Become Informed Consumers of ADHD Information

Direct Attention to Technology Tools

Behavioral Strategies

Start the Behavioral Strategies Section

Introduce the Planner and the To-Do list

Different Strokes for Different Folks

Deciding Which Type of Planner to Use

Discuss Rules for Using Planners More Effectively

Invite the Group to Share Helpful Hints

Reminders to Facilitate Planner Use

Ask the Group to Practice Using the Planner

Introduce the To-Do list

Addressing Obstacles to Using To-Do lists

Suggestions for Completing Unpleasant Tasks

Prioritizing Tasks Within To-Do lists

Assign Between-Session Practice

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Discuss Different Types of Maladaptive Thinking

Removing Barriers to Adaptive Thinking

Introduce the Three-Column Technique

Assign Between-Session Practice

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 2 Handouts

Chapter 5 Active Phase – Week 3

Group

Beginning Group Session

ADHD Knowledge

Start the Knowledge Section

Assessment of ADHD

Behavioral Strategies

Start the Behavioral Strategies Section

Addressing Procrastination

Organizational Techniques

Assign Between-Session Practice

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Challenging Maladaptive Thinking Patterns

Generate Alternative Thoughts

Rate Degree of Belief

Identify New Feelings and Behaviors

Assign Between-Session Practice

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 3 Handouts

Chapter 6 Active Phase – Week 4

Group

Beginning Group Session

ADHD Knowledge

Start the Knowledge Section

Discuss Risk and Protective Factors

The Developmental Challenge of ADHD in College

Behavioral Strategies

Start the Behavioral Strategies Section

Strategies for Getting the Most Out of Classes

Choosing and Scheduling Classes

Paying Attention During Class

Taking Notes

Getting Help from Instructor's

Assign Between-Session Practice

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Using Adaptative Thinking to Improve School Performance

Assign Between-Session Practice

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 4 Handouts

Chapter 7 Active Phase – Week 5

Group

Beginning Group Session

ADHD Knowledge

Start the Knowledge Section

Other Mental Health Concerns

Behavioral Strategies

Start the Behavioral Strategies Section

Studying Effectively

Distributing Study Time

Developing a Study Space

Using Distractibility Delay

Other Study Tips

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Coping with Negative Emotions and Maladaptive Behavior

Assign Between-Session Practice

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 5 Handouts

Chapter 8 Active Phase – Week 6

Group

Beginning Group Session

ADHD Knowledge

Medication for ADHD

Rationale

Medication Basics

Adjusting Medications and Coping with Side Effects

Realistic Goals for Change

Behavioral Strategies

Start the Behavioral Strategies Section

Taking Exams: General Test-Taking Tips

Strategies for True/False Questions

Strategies for Multiple Choice Questions

Strategies for Essay Questions

Managing Papers and Long-Term Projects

Break It Down

Other Tips

Assign Between-Session Practice

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Using Adaptative Thinking to Persist with Treatment

Assign Between-Session Practice

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 6 Handouts

Chapter 9 Active Phase – Week 7

Group

Beginning Group Session

ADHD Knowledge

Behavioral Strategies

Start the Behavioral Strategies Section

Healthy Lifestyles

Staying Healthy

Relaxation

Using Medication Effectively

Handling Relationships

Working in Groups

Being Professional

Assign Between-Session Practice

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Using Adaptive Thinking to Improve Relationships

Assign Between-Session Practice

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 7 Handouts

Chapter 10 Active Phase – Week 8

Group

Beginning Group Session

ADHD Knowledge

Employment

Money management

Personal relationships

Parenting

Behavioral Strategies

Start the Behavioral Strategies Section

Setting and Achieving Goals

Maintaining New Skills

Adaptive Thinking Skills

Start the Adaptive Thinking Section

Adaptive Thinking Summary

Ending Group Session

Mentoring

Check-In

Collaborative Agenda Setting

Review Between-Session Practice

Discuss Information Presented in Group

ADHD Knowledge

Behavioral Strategies

Adaptive Thinking

Ending Mentoring Session

Week 8 Handouts

Chapter 11 Maintenance Phase

Group Booster

Beginning Group Booster Session

ADHD Knowledge

Check for Questions about ADHD Knowledge

Behavioral Strategies

Discussion of Strategies

Planning Strategy Use

Consider Potential Barriers

Adaptive Thinking Skills

Check In On Use of Skills

Review and Refine Adaptive Thinking Skills as Needed

Ending Group Booster Session

Mentoring

Initial Maintenance Phase Mentoring Session

Check-In

Collaborative Agenda Setting

Collaborative Planning Based on Current Needs and Goals

Daily Schedules

Resources

Current Needs and Goals

Identify ACCESS Content Areas Requiring Further Refinement

Ending Mentoring Session

Mid-Maintenance Phase Mentoring Session(s)

Check-In

Collaborative Agenda Setting

Collaborative Planning Based on Current Needs and Goals

Set New Goals

Ending Mentoring Session

Final Maintenance Phase Mentoring Session

Check-In

Collaborative Agenda Setting

Collaborative Planning Based on Current Needs and Goals

Setting New Goals

Ending Mentoring Session

Maintenance Phase Handouts