Overcoming ADHD in Adolescence

Cynthia M. Hartung, PhD, Professor of Psychology, University of Wyoming
This evidence-based resource for treating adolescents with ADHD is greatly needed. The clear and concise presentation style is highly accessible to mental health professionals from various backgrounds. The components designed to increase adolescents' motivation are essential. Parents are taught to effectively reward their teen for increased independence. This is critically important during adolescence as parents and teens renegotiate their relationships."


Will Canu, PhD, Professor, Department of Psychology, Appalachian State University
Sprich and Safren provide a comprehensive treatment manual and complementing client workbook that specifically targets ADHD in adolescents. Therapists are guided in providing psychoeducation that is vital to this group understanding their disorder and empirically-based skill-building that will serve clients well as they face the hurdles of transition into adulthood. A valuable addition to one's professional toolbox!"


Andrea Chronis-Tuscano, Professor, University of Maryland
The authors apply evidence-based organizational skills and CBT principles relevant to adolescent ADHD in a simple, accessible therapist guide and workbook. They demonstrate a keen knowledge of the thoughts, feelings and behaviors characteristic of this population. Integration of motivational techniques, case vignettes, outstanding handouts, and tips for involving parents make this a "must-have" for clinicians treating adolescent ADHD!"

Susan Sprich received her BA from the University of Pennsylvania and her PhD in Clinical Psychology from The University at Albany, State University of New York. She completed her training at Massachusetts General Hospital (MGH)/Harvard Medical School (HMS). She is the Director of the Cognitive-Behavioral Therapy Program at MGH. She is an Assistant Professor in Psychology at HMS. Steven A. Safren received his BA from Brandeis University and his PhD from The University at Albany, State University of New York. He completed his training at Massachusetts General Hospital/Harvard Medical School, where he worked until 2015, ultimately as a Professor at Harvard Medical School, and Director of the Behavioral Medicine Service. He is currently a Professor and Cooper Fellow in the Department of Psychology at the University of Miami.

Introduction: INTRODUCTORY INFORMATION FOR THERAPISTS MODULE 1: THE FOUNDATION--HOW TO BETTER ORGANIZE AND PLAN Chapter 1: SESSION 1--AN OVERVIEW OF THE PROGRAM Chapter 2: SESSION 2--HOW CAN PARENTS HELP? (FIRST PARENT/ADOLESCENT SESSION) Chapter 3: SESSION 3--DO THE MOST IMPORTANT THINGS FIRST! Chapter 4: SESSION 4--WHAT TO DO WHEN THINGS AREN'T GETTING DONE-BREAKING DOWN TASKS AND PROBLEM-SOLVING Chapter 5: SESSION 5--HOW TO ORGANIZE EVERYTHING MODULE 2: HOW TO KEEP GOING AND NOT GET DISTRACTED Chapter 6: SESSION 6--GAUGING THE ATTENTION SPAN AND DELAYING DISTRACTIONS Chapter 7: SESSION 7--OPTIMIZE THE SETTING MODULE 3: HOW TO BE A BETTER COACH Chapter 8: SESSION 8--THINKING, FEELING, AND ACTING Chapter 9: SESSION 9--SELF-COACHING Chapter 10: SESSION 10--HOW CAN PARENTS HELP? (SECOND PARENT/ADOLESCENT SESSION) MODULE 4: ADDITIONAL SKILLS Chapter 11: SESSION 11--DON'T PUT IT OFF: STOP PROCRASTINATING Chapter 12: SESSION 12--KEEPING IT GOING MODULE 5: OPTIONAL COACHING SESSIONS FOR PARENTS (WITHOUT THE ADOLESCENT PRESENT) Chapter 13: SESSION 13--PARENT COACHING SESSION 1 (BETWEEN ADOLESCENT SESSIONS 3-5) Chapter 14: SESSION 14--PARENT COACHING SESSION 2 (BETWEEN ADOLESCENT SESSIONS 7-9)