ABSTRACT

COVID shelter-in-place directives have increased stress families of kids who are alternative learners–those with ADHD, ASD and LD. Already struggling to manage emotions, to begin and finish home and school tasks and maintain social connections, these kids have lost critical in-person academic, therapeutic and peer support systems. Meanwhile, tension at home has increased as parents, untrained in special education and often dealing with their own attention and learning challenges, have to deal with work, financial and housing responsibilities while tutoring their children without necessary training. Increased anxiety, higher levels of reactivity and persistent disappointment further complicate family relationships. Interventions to help families of kids who are neurodiverse, alternative learners are most effective when they rely on the 5 C’s method of successful ADHD parenting. Working together for effective solutions based on meaningful incentives reduces family conflict, improves kids’ participation and fosters parent-child cooperation. When therapists apply this model and assist families in using it, they strengthen emotional attunement and shift the family narrative away from problem-saturated thinking toward resilience and thriving.

摘要

COVID就地庇护所的指令增加了另类学习者（多动症，自闭症和自闭症儿童）的压力家庭。这些孩子已经在努力管理情绪，开始和完成家庭和学校任务以及维持社交关系方面，已经失去了至关重要的亲自学习，治疗和同伴支持系统。同时，由于父母没有接受特殊教育训练，常常要面对自己的注意力和学习挑战，他们不得不处理工作，财务和住房责任，同时在没有必要的培训的情况下辅导子女，这使家庭中的紧张局势加剧。焦虑加剧，反应能力增强和持续失望使家庭关系更加复杂。干预措施，以帮助神经多样性的孩子的家庭，替代学习者依靠成功的ADHD育儿的5 C方法最有效。基于有意义的激励措施共同努力，寻求有效的解决方案，可以减少家庭冲突，提高孩子们的参与度，并促进亲子合作。当治疗师应用此模型并协助家庭使用它时，他们会增强情绪协调能力，并使家庭叙事从饱受问题困扰的思维转变为韧性和蓬勃发展。