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Welcome to the Therapy for Black Girls Podcasts, a weekly conversation about mental health, personal development, and all the small decisions we can make to become the best possible versions of ourselves. I'm your host, Dr Joy hard and Bradford, a licensed psychologist in Atlanta, Georgia. To get more information, visit the website at Therapy for Black Girls dot com. And while I hope you love listening to and learning from the podcast, it is not meant to be a substitute for a relationship with a licensed mental health professional. Hey, y'all, thanks so much for joining me for session sixty six of the Therapy for Black Girls podcast. Today, I'm bringing you an incredible episode about everything you need to know about a d h D. And I'm joined by one of my favorite psychiatrist, Dr Dawn Camilla Brown. Dr Brown is America's favorite a d D expert and she's also a double Board certified Child, adolescent and adult psychiatrist. She is the owner, CEO, and sole practitioner at a d D wellness center and has two private practice locations in Texas. She is a pioneer of the mental health movement and a nationally recognized a d D coach, public speaker, author, and professional mentor. Dr Brown was diagnosed with a d h D while in the final year of her child psychiatry fellowship program. Because of this, she personally understands the potential impact of this chronic, debilitating disorder not only on affected individuals, but their families as well. Without quality management, this disorder can cause academic and work difficulties, pours of confidence, and strained relationships. Dr Brown believes that mental health professionals are essential in providing balanced and supportive information about a d h D, ensuring individuals and their families received proper management recommendations that are effective. Dr Brown is originally from Flint, Michigan. She earned her doctorate degree and completed her residency in general adult psychiatry in just three years at the St. Louis University School of Medicine. She furthered her education by completing an additional two year fellowship in Child and Adolescent Psychology at the Manager Department of Psychiatry and Behavioral Sciences at the Bailer College of Medicine in Houston, Texas. And a fun fact, Dr Dawn is also my classmate from Xavier University of Louisiana where we had lots of psyche classes together. Dr Dawn and I chatted about the symptoms of a d h D, why the diagnosis is often missed, how to know if your child might need to be evaluated treatment for a d h D, and she clears up some common misconceptions about medication. If there's a lightbulb moment for you during the episode, or something you think others need to hear, please share it on social media using the hashtag tb G in Session. Here's our conversation. Well, thank you so much for joining us today, Dr Dawn. You are so welcome. I am honored to be a guest on your show. Thank you so much. Absolutely, I am very excited to have you. So I am doing an entire series all about UM or including other guests who graduated from Xavier. So I'm very excited. I knew that I wanted to have you on UM to talk about all things a d h D, since that definitely is your specialty. Oh wonderful. I love when Xavier to get together. You know, it's a wonderful. It's always a party. UM. But yeah, like you love to share exciting ventures what we're doing, so right, Yeah, so can you start dr Dawn by telling us exactly what a d h D is. Sure, So, a d h D is what we call a brain disorder. It's actually a disorder of the executive functioning. So it's acutive functioning is how a person learns, how they memorize information, how they listen on, how they process information. And it's in the frontal lobe of the brain. So it's kind of the where if you put your hand on your forehead, that's actually the main area that is impacted by a d h D. A d h D affects our attention and affects our level of activity as well as our degree of impulse control. So if those areas, those three areas are impacted, usually on observation, you would find that a person may have difficulties in sitting still. They they appear very restless, um they may appear in the the days off in space or not really pay close attention to you. They're not giving you that eye contact as well as the level of impulsivity. So these behaviors usually are kind of done where they kind of at before they think about what they're doing. So cutting people off, cutting people in front of line, answering for people um, you know, those are some of the common impulsive behaviors that are commonly seeing, particularly in children as well as in built. So those three areas are impacted, and so there are different types, correct, Dr Dorn, That is correct. That is correct. There there are actually three main categories that we identify that people have problems with when we discuss a d H d UM. The first category is commonly found in kids and ADO lessons, and that's called the combined of type. So that are our kids who have problems with imp control, hyperactivity as well as in attention. And then the next type is the predominantly and attentive type, where I see most adults and fairly amount of females have UM, where they you know, again whose focus not able to have sustained focus or may appear to be games and often space. And then finally the hyperactive impulsive type. UM. So these are individuals who can focus but are very restless and it's hard for them to kind of sit still for long periods of time. Okay, So I think that there are likely a variety of different people listening. There may be some people listening who are wondering, oh, is this a concern for myself, people who maybe have been diagnosed, but there are likely also some parents who are listening UM who may wonder like, is this something that I should get my child checked out for? So do you have any ideas about UM, like what kinds of things might a parent be seeing that would results and then wanting to get their out evaluate it? Definitely, you know, one thing to keep in mind as a parent is that kids are very active, They're very robunctious, they're curious, there can be very impulsive. So these are natural tendencies UM that you will commonly see kids with us. Okay, what we find in a d h D is that it's recurrent, so it's it's it's these common symptoms that I just discussed that are consistent and they occur in all environments and they interfere with the child's functioning. So usually when I see children in my office, is they have a history of of getting in trouble for not staying seated in their seat for over a period of time. They may actually cut you know, other kids in line, not follow directions, become very forgetful, um show and decline and great. So as you can tell, you know, these are actually interfering with their ability to do well and cool and and as I stated before, they occur in all environments, so not only in school, but you also see at home where parent has to constantly remind the child to clean up their room or you know, remind them to follow their directions. Um, you know they they commonly leave things around and and and basically not put things into place in their respectful place. So it's it's it's common symptoms that recur most days out of the week. Okay, And what does that evaluation look like? Dr Done. I'm sure that there are lots of different kinds of evaluations, Like the way you would do an evaluation would be different from what I would do as a psychologist. So could you talk a little bit about what the evaluation process is for making the diagnosis of a d h D. Yes, you know that that's a very good question. And that's that's a question that may um parents or even adults are not aware. So one is that despite the fact that you know, you being a psychologist, UM and I being a psychiatrist, Yes, we may actually um engage the community with different types of evaluations. Even with the child psychiatrist, which I am, UM, we actually do valuation is differently as well. So now to child, psychiatrists are alike as far as I always they evaluate a h D, but being an expert in a d h D, I actually make sure that everyone that I see has to have some type of objective testing. What that means for kids is that commonly I use what we known as rating behavior Rating scales UM of Vanderbilt connors are common rating skills that are used in my clinical practice where they are asking a number of questions in areas of activity, attention, impulse control. They also flow. An example of the Vanderbilt also contains areas that may point to risk factors for anxiety, depression, of learning disabilities, conduct behaviors. And so these skills are given to teachers, they're given to your child's parents, UM and any other caregivers that are close in touch with the child, including coaches. It's very important that we have any adult person that is in fault, that has a close connection that can actually be able to answer these questions because it's actually going to give us the information that we need and how the child is performing in different areas of his or her life. So that is what I commonly use for kids. UM in addition to adults, I actually have a computerized that sam it's funds of twenty thirty minute computerized tests that I actually have in my office called a TOBA. It's used here in Great Britain, and it's actually looking at inattention as relates to an individual's a d h D. So these are two common objective tests that I give. But there is not one single test R d h D. And that's what a lot of individuals are aware of. You know, we don't have a blood sample to say that an individual as a d h D. This is based on clinical evaluation. So that's why it's important to have that a level of objectivity, meaning asking questions in different environments of that individual, UM, so that we can understand how they behave, how they perform, how they're producing in those environments. So that's one test. Now, the other part of the advisation is seeing me and so we call or refer to that as the subjective evaluation. So I actually have like forty five minutes of questions. UM. What I do different in my practice is I sent out a list a lot of questions to the parents. It's about twenty five pages and it talk you know, it's ask questions in the areas of child development, pregnancy, of the mom um, you know, if they're medical problems, if they're any mental health other mental concerns, if they've been on medicines before. So it actually gives a history of the child's experience as relates to medical health and mental And then when they come in my office, I'm already aware of some of the concerns that the parent has and so we're able to focus on what matters most, and that is for me to conduct and complete a comprehensive valuation that looks at a d h D and actually evaluates and rules out other disorders that may book like a d h D. So it's a very comprehensive, which means a very ferrale evaluation. UM that is done. It usually is done between two appointments. UM. But you know, at the second appointment we then can discuss treatment plans or you know, other recommendations if a d h D is not evident. So you mentioned something dr doing that, I want to go back to you said something about um, you're you're also questioning to make sure that they are not struggling with something that may look like a d h D. What are some of the things that may be kind of confounding that like that, Okay, this looks like a d h D, but actually it's something else. What are some of those other factors that may be an issue. Yeah, So when I actually conducted valuations, to keep it simple, I actually look at four areas of a person's lifestyle. UM. One is the biological factors, to psychological factors, three social factors, and then four like spiritual religious factors. And so that's kind of usually my approach. UM. So when we consider biological factors that may resemble or mimic a d h D symptoms, UM, I often look at UM a person's medical history. So if they are, for example, not sleeping, well, UM, that could actually look like a d h D because he can set the person's in attention or energy levels, UM, fibroid of abnormalities even in heads. You know. Unfortunately, UM, there is there, especially they have a significant family history I look at to make sure that we rule that out. Vitamin D deficiency has been in the news lately. There was actually um oh a few UM studies that came out. There were very prominent last year that looked at vitamin D excuse me insufficient UM as it relates to a d h D and then it was known that we we have we're not producing enough voting d UM. It can definitely affect the person's cotton to functioning. So again, how they think, how they process information, their level of attention and learning ability. So if you look at that, that also looks like a d h D as well UM, and so that that actually is very important to keep in mind, especially for health practitioners when they order blood work UM. We also look at the family history. So if the parent or sibling on uncle, grandparent UM actually has a d h D or has been diagnosed or presumably have symptoms UM, then it's likely about a fifty percent chance that the child of the parent UM and usually a higher comportance rate, so basically a higher rate of the sibling has a d h D as well UM. So that is something that we want to keep in mind. UM. Some psychological factors could be how a chie will perceives themselves in the world. So if the child is UM is a developmental stage where they're trying to identify who they are, they're trying to fit in behaviors, So different types of behavior and how they engage with other individuals, how they see themselves in the world. UM. Usually those kind of factors are not necessarily look as a d h D, but it's something that we want to consider. We want to kind of see ourselves in the child's eyes and and make sure that you know, at their their developmental age that they are able to UM, understand you know, their significance in the world, understand their defense mechanisms if they're healthy defense mechanisms UM that they're displaying. And usually you know, that's kind of how we process if they are doing well, you know, at their stage. But you know, commonly it's not necessarily a risk factory h D, but we do see additional risk factors where we come to social factors. So if there's any type of stressors going on in the home, UM, if there's any bullying going on, you know, in the school or any other environments that the child is subjected to UM. You know, social factors that definitely can impact the child's ability to learn in school where they're not making the grades, they're not focusing because they're concerned about the bullying that's next to them. I mean, these are really common factors. So they should definitely be considered. And then finally of spiritual factors. And so usually I don't necessarily I mean I always ask the child about their spirituality, and you would be surprised at how many child would talk about that our children. Excuse me, um, but usually we don't necessarily find you know, risk factors is particularly more commonly seen in biological as well as social factors. Okay, got it. So yeah, So like you said, there are a lot of different things. Like I know, anxiety often comes up right like that. It may look like a d h D, but actually the child is anxious, may be related to bullying or something else going on in the environment or other social environments. Yes, that's correct, and anxiety is actually one of the most common um, what we call coal morbility, so the very common other mental disorder that we often see a child exhibit um features of anxiety when they particularly may have a d h D, but it's not identified and therefore not treated. So we want to look at anxiety, We want to look at depression as well as you know, behavioral disorders such as oppositional defiance disorders, conduct disorders, and then there are other disorders of mental health that are commonly associated with a d h D, and so kiddos who may have are beyond the autism spectrum. UM that is a common um mental disorder that may have a d D symptoms as well as Tourette's disorder or syndrome. So you know, a d D is not only a risk factor for other disorders, but it actually can be UM symptoms of of of a disorder as well or in the in addition into another disorder. Excuse me, got you? Got you? So let's talk a little bit about UM adults dot dom because I do think some people are shocked about, like adult a d h D. Like you know, there may be there thinking like well, how could they have gone their entire life and nobody noticed that? UM? So can you talk about like what the evaluation process might look like or is it different for adults who may be struggling with a d h D. It is, it's different. UM. I will say that this point, five million children have diagnosed with d h D. It is the most common and talk disorder in kids and adolescent But surprisingly there's ten million adults have been diagnosed with a d h D and majority are not aware. As you mentioned, UM, a d h D is recognized as a childhood disorder. And so with that recognition, many adults UM and maybe assumed or have been told um that it's something that they they grow out of, even if they had it as a child. Um, that is something that even if they didn't identify it as a child, it's something they can't encounter an adulthood. The jury is still out, is you know, you can develop a DC symptom as an adult, especially if you didn't have it as a child. As a child, but UM, in my professional opinion, UM, a d h D has always been there if you have it as an adult. So I often see adults when they actually have been through a number of divorces, they've been through a number of motor vehicle accidents, UM, multiple job failures, UM, and they just kind of depressor and they have anxiety disorders because they're just not you know, functioning at their optimal level in life. And that can be in relationships and jobs, you know, their own personal goals. And so that's when I tend to see adults. I also see adults when their children are diagnosed UM, and so the process is different. UM. You know, I'm not going to ask an adults balls you know, to feel out of forms for me, because that's you know, that is actually violating their their privacy. But what I do offer, again, it's like a subjective valuation where I actually ask a lot of questions about their history. It is very important that I recognize that they've had symptoms before the age of twelve. It used to be before the age of six, and now it's before the age of twelve where they have where they've actually recalled problems with and attention and puls control and hyperactivity and or hyperactivity um. And so we go all the way back to Elbertary school days. I asked them how they've performed at school, what were they're upbringing, like what were some forms of concern that teachers reported on the report cards? So these are some common questions that may ask. And then I actually kind of walked through their journey of life up until the current situation of what brings them into my office and what concerns they have today. And so that is part of the subject evaluation. And then as I say that before, the object evaluation for me is either I can refer them out to a psychologist like yourself, or I would actually conduct the actual computerized I am in my office says, and that is an immediate answer that I can receive when we can discuss results. So with the subjective valuation and the objective valuation support one another, then we have a diagnosis that we need to talk about, and that's a d h D. So that's how it works. That's really interesting that you're going. And I think a lot of people would probably be interested in knowing more about the relationship piece, right, because I don't think we often I think because it typically comes up in childhood, we think about it impacting like academics, right, But when it when it has been missed, it definitely can cause issues in relationships. Can you talk more about that? I can, So this is not commonly discussed on I'm so happy you raise this um important concept because the the interesting piece about a d h D that me of providers failed to educate patients on is that there is a mood component to a d h D. Um. You know, sometimes when I see individuals, they may present themselves as being diagnosed with bipolar disorder with depression and anxiety. And being an a d h D expert, I yes, I evaluate for all those sources, but I always evaluate for a d h D, right, And so a d h D could actually book like some so bipolar disorder. It can book like symptoms of depression as well as anxiety. So if you consider of a d h D having a mood component, you can also and understand its impact on relationships. So I have a d h D all right, And I wasn't diagnosed until adulthood in my early thirties, and I had no idea. I had no idea. I actually was told that I had test taking anxiety. I struggled in medical school, and so when I went to a psychologist, a d D wasn't even considered because I was doing well and with my grades. I didn't fill any classes, but I just struggled with test taking. And I was really good at all test taking, even not written. And so you know, anxiety disorder was diagnosed from me, a performance anxiety. But when I looked act and I think about my relationships, um, I would say that I really didn't have any particular challenges with relationships. But I didn't notice that if I was one on one with something on one with someone, then I was more keen to listen to what they were saying. Um, But if I didn't have an interest in the kind and the conversation, then I would find myself thinking about other things or I would, you know, planning my day in my head while the person is talking and pretending to listen. This is common for you for individuals and a d h DS. So if you're an adult out there and you're wondering if you have a d h D, you know, some of the common symptoms that I often evaluate for are when you're in conversations with one another person, UM, and you're finding yourself not really listening, You're actually thinking about other thoughts. You have a lot of thoughts going on in your head. Um, you can't remember what the person saying, You're not giving them eye contact. You know. These are some very common symptoms UM that at those with a d h D dealt with on the daily basis. Others could be very being distracted by a person's environment. UM. Usually when I'm a I'm a huge sports fan and so I may watch to play, but it's usually a person in the stance on TV that I'm looking at. So we may find detailed attention to what's in the background, and this is very common with those with a d h D as well. So when we're asked about who's wedding and the score and who scored that, commonly we can't answer that question because we're so focused on who's in the crowd looking at the same game that we're trying to look at. UM. And in relationships again, you know, UM, some of the things that are concerning are the fluctuating and these the poor frustration tolerance. When we're talking to someone that we love and you know, we we forget that they asked us to do something or pick some dinner up, you know, after get after work. You know, those are some of the things that we call me forget. So you often find us having a lot of notes around, a lot of of sticking notes around, maybe many alarms on our phone. So you know, again, if this is something that you do automatically, you may want to UM consider being evaluated, especially if it's interfering with your relationships. At work, um, not following through your the demands of your job, not completing task on time. You're often find yourself at home doing word that's supposed to be completed during the day. You're up from your death, socializing a lot you're drinking a lot of coffee, which is a stimulant. You know, again, some key factors in areas that may actually point to a d h D. So I'm not necessarily saying that you have it. All I'm suggesting is that these are very common day to day behaviors that are dol Son finding the wrong. It's just kind of their sense of normalcy. But in fact, when we have a d h D and it's not necessarily obvious, these are some common um symptoms are signs that you may find UM in a person as a d h D. And you really raised a great point Dr Dawn and sharing your own you know, like late diagnosis, right, because I think what happens, and you know, I used to do evaluations for a d h D in my practice. I think what happens typically is people who are really high functioning and like very successful, have just been able to figure out ways to manage their life throughout like high school and college. But then they get to somewhere like medical school or an environment that does really challenge them in all of the coping strategies that they had kind of fall apart, and now they're like fault there their full force to look at okay, what actually is going on. So then that's when someone like you would come in the office and say, hey, I'm really struggling when I don't you know I didn't before. That's exactly right, you I mean, you get to knowl right on the head. And that's exactly what my experience was. UM, coming from a personal experience, I actually so you know, the advantage point that I had was that I actually attended monastery school. I attended Madnet School. So to give you a little bit more for nation about those two types of setting school settings, they're usually very creative, you know, work at your own pace as far as the monetary school UM. And then the Magnet program is more like one on one teaching higher level functioning. UM, you may actually get pulled out of class to do other type of projects. So yes, you know, it wasn't really obvious. I mean I was known as a social butterfly. UM. I would get in trouble for my conduct, but not my grades. And so you know, nothing was wrong. I just talked a lot. And the thing about girls with a d h D is that they can present differently. You know, usually they have a predominantly inattentive type where you're not obviously see them coming out of their seats or jumping on tables and things of that nature, but they may actually be looking at you but not really paying attention to what you're you know, what you're saying and what you're teaching, so you don't even recognize that they have a d g D. But they actually struggle in the areas that are not so obvious. So that's again like talking a lot or maybe um in their grades. But how I compensated for my deficits was that I studied a lot and I had two parents who were educators, where I couldn't come home, you know, with anything less than what my potential was. And so you know, I had the supportive factors that you know, actually allowed me to kind of go through throughout high school and even college, you know, attending sat University of Louisiana, you know, joy that you know, we attended a small school when there were small classes, We had instructors, we had drill classes of smaller even smaller classes, which reinforce the information. You know, So if I attended that school, that actually you know, continued with my kind of magnet and private schoolings was like. But then when I went to medical school, I'm talking about a hundred page homework assignment for one class when I was taking four others at the same time, right, so a lot of work, and I was known to kind of rewrite my notes and I didn't know again another compensation, I was re writing my notes on what I was reading, highlighting and different colors, putting tabloes everywhere, and so again I was compensating having a d h D. Did not know, but study for hours and hours, so losing sleep, sacrificing time on doing other things to kind of, you know, decrease my anxiety, maybe skipping out on classes because I had to catch upon others. So it caught up to me. It caught up to me. And then you know again test taking. You know, you have a lot of information to study for a vocal school and these tests are very time orchestrated and their hard questions in my opinion, so you know, yeah, that's when I first struggled. That's where I first struggled, and so it's very eye opening for me. So you mentioned Dr Don that it can look different in girls, right that you know a lot of times girls will present with more of the inattentive factors. I'm wondering if there are any cultural factors that we need to pay attention to, like or is there anything related to black or African American culture that also we need to kind of be making sure we're bringing into context in this conversation. Yes, I would say that, UM, I would say probably five ten years ago. UM, you know, there was a lot of clinical research studies out there that actually showed that UM, African American boys were more likely to be diagnosed with a d H d UM without proper diagnosis. And the view on that was in relation to cultural insensitivities as far as black boys being very full, punctious and hyper active or or having over activity in their classes or different environments, and so they were taken to pedutricians and just giving a diagnosis without you know, any you know, evidence based medicine use such as these rating scales that could actually confront the diagnosis. So that led to a lot of black boys unfortunately being this diagnosed, which further the stigma in the American community. And so UM part of that UM has basically led you know, some African American families not to want to pursue mental health disorders or even a d h d UM even if there are some signs real signs there. And so for the last about five years that the studies have shown that that actually misdiagnosis have decreased and we're actually on an upward journey to making sure that every person is diagnosed appropriately UM, safe measurements are used, management is effective, and that they're not spirencing side effects, and that it's benefiting the child because they're actually functioning optively. UM. So that's kind of one aspect. We also saw back in about ten eight to ten years ago that the ratio of boys to girls was higher UM in boys than girls. It was on a nine to one ratio. Now we're seeing as a twenty fifteen that that ratio is actually steady coming UM to equal equilibrium. So more girls are being diagnosed because we're now able to identify those certain level of inattentive symptoms that you know we've been talking about. UM. Living in Texas very diverse state. UM, I actually see patients throughout Texas through telling medicine or tell up psychiatry as we call it. So I see patients on the monitored while they're in their doctor's office as well as Illinois and I commonly UM engaged in minority communities. And what I'm finding is that more and more minorities are coming in UM and a lot of teachers and I plaught my teachers out there. You know, they can't necessarily by law, suggest that a child being ah D, but they're actually communicating with their parents more and more about their concerns that they're observing about their child in class. UM coaches are also doing incredible job and being educated and also talking to parents, and then even parents and grandparents are actually you know, concerned about their child, the childhood green child's performance in school. So I'm saying that the level of education UM is actually increased and people are tuned and keen to understanding this disorder a little bit better, even the minority community UM and actually seeking treatment. So that actually is very gratifying to see in witness. Yeah, it sounds like and I do. I'm glad to hear that there is much more education around that because you know, when you think about it, like your child is at school for lots of ours during the day, right, and so they your teachers and coaches will have maybe even more experience being able to observe the child in multiple different settings to be able to give some of that diagnostic information. You're exactly right, you know, I say, you know that's where your child's been. You know, fifty percent of it has or her time. So it's just as equally as important that we actually attain that information UM in certain classes, at certain parts of the day, UM with the child, considering the child's interests in the class. I mean, there's a lot of things that we need to consider that helps determine if a child is doing well in particular course. And so you know it can be self times confusing, UM, but you know again, objective skills help us. You know, the teacher's input help us. Time helps us as well, and understanding if this is something that we really need to identify or look further into and then therefore manage. So let's talk now about treatment, Dr Dawn. UM. So I know that there is lots and lots of misinformation out about medication that's used for a d h D. So I want you to talk a little bit about like the medical ways that are used to treat a d D as well as if there are other ways that you can manage a d h D symptoms that don't require medicine definitely. So yeah, So basically the as a psychiatrist, as a child psychiatrist, my main role is to evaluate if a medication can be helpful for a mental health condition. And so, of course, being you know, a medical doctor, I've prescribed medications for a disorder. So my main form of treatment for a d h D would be medication, but my second, because I specialize in a d h D, I'm also a d h D coach. So let's start with medication management first. Um, there's a there's two distinct classes of medications that are commonly used to manage a d h D. There are non stimilants and their stimulants. So the stimulant class is kind of the first line. It's kind of the first class that usually, especially providers such as myself would go to. It's a very good class of medicine. Um, there is a lot of stigma surrounding the stigma mean excuse me, the the stimulant medications mainly because in the wrong hands or if it's used appropriately, it can cause some you know, significant consequences such as addictions. UM and natural high or not natural, but a person may not necessarily respond well to it, and they may appear to be high. It can be company misused as a a sense, but if it's in the hands of the person who has a d h D and it's taken properly, it can really make a one a d degree difference in a person's lifestyle. And I know because that happened with me. The stimulant classes at the top of the medication chain. What I mean by that is that they're very effective in what they're designed to do. They're very efficient in meeting the goal of helping a person assisting a person with being able to have sustained focus. An average person can focus for about twenty minutes now, and with social media involved, we're actually seeing that all the way down is seven minutes seven minutes. And so if you think about a person who has problems with their inattention, such as our attention, such as a d h D, that actually maybe cut in half two three to three or four minutes, right, and so it's important that we manage this appropriately. The similar medications are quick and what they do, they're taken every day, they're in and out of the system, and um people do find on them if that's what they need. So stimilate medication examples would be riddalent um at all, focal and dextrian violence eb GIL. There's a host of stimulants out there. There's some that are actually being and studied right now, and it takes about twenty years for medication to go through proper valuations, studies and trials to make sure that it's going to be a safe use of management for UM the population. So these medications are in any medication for that matter is study from these twenty on average and twenty years, so it's very safe if it's used propriately, properly. Then we have the nonsimilate class. So the nonsimilate class is basically a class of medications that are commonly used as kind of the secondary class UM. These medications can also be used in conjunction with someone who doesn't do very well with stimulance, or they may have other disorders that the stimulants would actually you know, impact how they functioned, or if they're taking other medications that may interfere and have a drug for interaction with the stimulants UM as well as you can usually sometimes kids do well with combination treatment. So we may have them on a stimulant and a non stimilant to make sure that they're functioning throughout the entire day. So some of asamas of the non stimmic medications with the stra terra quantity or cap they um intunive. You know, these um were differently in the brain than the stimulants. The reason why stimulates are cost stimulates is not because they stimulate people. The reason why they're cost stimulates is because they stimulate certain chemicals to be released from the area of the brain that's impacted by DH. So remember that frontal lobe that was talking about where you could take your hand and put it to your frontal kind of your forehead. That's the area that is found to not produce enough of certain chemicals like dopamine northa mafrin when a person is a d h D. So what is important about taking your medicine we have a d C is that you must say your medicine every day because you're not. Your brain is not making epail of what it needs in order to have good focus the stainment. So that's why I'm going to take your medicine every day. And that's kind of the biological need of having a medication on board, but not about about people don't respond well to stimulants. So we have other type of managements that may work. UM. We have ended the pressence that may actually help with some type of impulse control. UM. We actually and then that's medication. But we have a d h D coaching, So I actually meet with patients UM a part of my practice as well as my brand, and we talk about time management skills, organizational skills. UM. We actually talk about how their days of structure. UM. I get an understanding with their day's life. You know, usually have a d h D. You feel like you don't have enough time, but there is enough time. You just have to structure your day to where you see that there's enough time. So there's a lot of visualization to these appointments UM, because we use different parts of our brains. Important to highlight that area. UM. There's also kinds of behavioral therapy UM that is often used with a d h D. As we stated, there can be some new components to a d h D. So we want to make sure that our anxiety is managed. If we have like mild oppressive symptoms, that's managed Okay, our frustration tolerance is you know, tolerated UM, so CBT or cotton some type of degree of therapies are very helpful and it's also important to individual family therapy. I mean commonly that is not considered. But you know, if a child is to have a d h D and there to take medicine and the parent that's not you know, sure they are sure. It's important for the family to be educated so they can continue to understand how they can best support their child or their friendly remember that is living with a d h D because they d h D isn't lifelong disorder. So you want to have like an all star team around you. Is important to have the teachers support. This is important to have your family members, coaches, your relationship, you know, people that your intership with, so you know, as long as you have that support, people really can flourish when they have a d h D. So I know, don't you're doing that. Something that often comes up UM, like you mentioned a little earlier, is like parents having concerns actually starting their children on medication and lots of worries about that. What kind of UM information would you like to offer for parents who may be you know, afraid of starting their children on medication. Well, you know, I always talked to my parents. I'm meeting where they are, And I first started by saying, you know, I would be concerned if you were not concerned. You know, having having the childhood diagnosed with a d D can be can be scary for parents. Um, hearing that this could be a lifelong disorder where potentially you know, their soner daughter is going to be taking medication for the resternal life can actually sound scary as well. UM, so it's important to get it right. And so I started off by saying this, and we're going to do the proper way to diagnose this. We're going to make sure we follow a protocol to make sure that this you know, your childhood a d h D. And then let's start the conversation of how this works. And so I often draw in my session. I showed them the picture of the brain. I draw the brain. I'm not a good draw anyway, join and I actually, you know, set the tone by creating a picture of what's happening in their child's brain, what happens when they have an h D and it's not managed, and then what happens when it starts management, and I relate that to their functioning, and I relate that to the areas of concerns that they're presented with, and if we were to treat an D how those areas can actually improve. So that's kind of how I start. I don't enforce men, you know, treatment on anyone. I educate, I promote, I encourage UM, but I want to make sure that they make an informed decision. So that's what's important that those parents are in the driver's seat. They're gonna decide for their child based upon you know, my clink experience, my professional experience, my personal experience that this is a disorder that definitely needs to be managed if it is there, but there's different ways to manage it. And so you know, again it's a balance between meeting the parents and the child way they are and then providing professional and expertise UM that will actually promote their child's well being to make sure that they're functioning optimally. So we address the concerns that they have, the address of pusts that they have, and then we kind of go from there. So I know that you also just released a book Dr Dawn um d H D Lifestyle Series Volume one, So that leads me to believe that there will be multiple volumes in this series. But I am sure that this could be a good resource for people who are struggling with this. So can you tell us a little bit more about the book. I would love to. Yes, I'm so excited. It's my first book I dreamt of writing, you know, a book about a d D for too long a time now, And so this is the first volumele ones the ADC Lifestyle Series Volume one Secrets from an m D with a d h D. And in volume one I discussed building balanced mills and exercise routines for children. Now as psychiaddress again, you know, my main management in my office is medigation management UM as well as a d C coaching. But I am a holistic provider outside of the office, and so in my personal brand this is what I do. I talk about other forms of management that are just as important as medication management. So we're talking about balanced meals. You want to make sure that the best fuel source for the brain is basically given to your child, especially they have a d h D. So, for example, if you want to get my book, you're more than welcome to go get my book. It's that by Dr Dawn's book dot com UM. But in that protein, protein is the best fuel source for the brain. It's the brain is able to break down protein. When you eat protein, you get fuel full faster. Usually I give you a little tiffit here. When a child is a d h D and they're on their medication management, sometimes it's hard for them to eat or they may have appetite suppression. So I may actually suggest, hey, give your child protein stack around three thirty four o'clock in the afternoon. This is usually they're outside of school or during the summer day, may be, you know, outside from their summer program, and you will find that their focus actually improves after they have this protein snack while the medicine is kind of glowing out of their systems. So food supplements UM are very resourceful. Minerals, vitamins are very key to make sure that their brain is getting what it needs in order to function as best. So there's a lot of chapters on that, and then we talk also about exercise for change for children. My favorite is proiety. It teaches discipline, it teaches UM. It allows you to the childhood focus on UM. You know, basically accomplishing certain goals. Um. So it's a reward system with color belt accomplishments and build confidence of esteem. It builds friendships as they focus on why they're there. I love comriety for a person who has a d h D and used just at the end of the day. So it's it's best used whereafter they're done with their workout, they can go to sleep easier. So yeah, so you know, I I highlight some of those key areas outside of medicine that are just as equally as important to help manage your child's a d h D. So, besides your book, Dr Dawn, what other resources might you suggest for people who are wanting to maybe read more about a d h D or figure some of this out for their kids. Sure. I have an online TV show. Um it's basically based off of Facebook. Um it's basically you go to Doctor dawns Liken D. I actually feature at least once a week, um, something in the area of a d h D and other mentalk disorders. UM. I also have an upcoming podcast that I'm featuring next month. So um it's actually catered to supermom So super moms and my this definition is to find as those mothers who parent children a d h D. They're my super moms. They have alls our kids, and we basically talk about we start by talking about them. UM. So, I've done webinars, have done UM challenges on my my Facebook lives where I address moms. It's all about moms and moms. This is where we talk about the struggle of you feeling that you're being judged, You feel like a failure as a parent, You blame yourself, you know. We kind of talk about that, what that looks like, how you can overcome that so that you can open the door to you know, helping your child. UM basically champion during d h d um so we talked about what a dh D is. You know. Some of the things we talked about today, the um joy UM, how you can get diagnosed, What key players should be a part of your child's all star team of what home routines are important, What school essentials are important to make sure that the child's deceeeding, What sleep hygienes or life appetite hygiene. We really talk about the lifestyle of a child who is a d h D. UM I refer to different websites um that are found that are very resourceful. Um chat dot or is a recourse resourceful at website? Ad to do with a d D two magazine on nice resourceful website. Um, my website that be going. It's like m D I have a blow up un there and I talked about nothing but a d D. So there are a lot of resourceful websites out there where parents can learn. And I understand that it can be very confusing and complex because there are also information out there that is not necessarily evidence space. So you want to make sure that you actually talk to your doctor. Um, when you talked to a mental professional who can guide you to the right resources that can actually give understanding or answers to the concerts that you have or regard c A d h D So dr down. You already told us your website is Dr Dawn psych md dot com. Are there any social media handles that you want to share where people can find you online? Yes, Um, it's Dr Dawn so c R D A W N P S Y c H M D and that that's my name on my on my social media platform. So that's Facebook. Um, it's YouTube, it's like roun Twitter, linked in, pinterests UM, so I'm on all social media as UM platforms as that name Dr Dawn's like m D perfect and all of that will be included in the show notes so people can find that really easily. Well, thank you so much for sharing all of your expertise with us today, Dr Dawn, I really appreciate it. You're welcome, and thank you for having me. Dr Joy, I really appreciate UM you are allowing me to come on your podcast and basically just promote the education, awareness and a d h D. Hopefully if we dispel some mints today and as well as encouraged individuals out there, whether they be young or old, that if they are concerned of having this what I call superability UM, that they can actually seek help with the mental professional and kind of go from there. So, thank you so much for this opportunity. Thank you. I'm so grateful that Dr Dawn was able to share her expertise with us today. Be sure to check out the show notes to get more information about her practice, her book, and the resources that she suggested. You can find them at Therapy for Black Girls dot com slash Session sixty six if you're looking for a therapist in your area, make sure to visit the directory at Therapy for Black Girls dot com slash directory. And if you want to continue this conversation and join a community of other sisters who listen to the podcast, please join us over in the thrive tribe at Therapy for Black Girls dot com slash tribe. Make sure you answer the three questions that are asked to gain entry. Thank y'all so much for joining me again this week, and I look forward to continue in this conversation with you all real soon. Take good care, par actor fi oftor par at p oft oftor c