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Speaker 1: Welcome to the Therapy for Black Girls Podcasts, a weekly

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Speaker 1: conversation about mental health, personal development, and all the small

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Speaker 1: decisions we can make to become the best possible versions

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Speaker 1: of ourselves. I'm your host, Dr Joy hard and Bradford,

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Speaker 1: a licensed psychologist in Atlanta, Georgia. To get more information,

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Speaker 1: visit the website at Therapy for Black Girls dot com.

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Speaker 1: And while I hope you love listening to and learning

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Speaker 1: from the podcast, it is not meant to be a

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Speaker 1: substitute for a relationship with a licensed mental health professional. Hey, y'all,

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Speaker 1: thanks so much for joining me for session sixty six

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Speaker 1: of the Therapy for Black Girls podcast. Today, I'm bringing

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Speaker 1: you an incredible episode about everything you need to know

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Speaker 1: about a d h D. And I'm joined by one

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Speaker 1: of my favorite psychiatrist, Dr Dawn Camilla Brown. Dr Brown

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Speaker 1: is America's favorite a d D expert and she's also

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Speaker 1: a double Board certified Child, adolescent and adult psychiatrist. She

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Speaker 1: is the owner, CEO, and sole practitioner at a d

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Speaker 1: D wellness center and has two private practice locations in Texas.

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Speaker 1: She is a pioneer of the mental health movement and

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Speaker 1: a nationally recognized a d D coach, public speaker, author,

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Speaker 1: and professional mentor. Dr Brown was diagnosed with a d

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Speaker 1: h D while in the final year of her child

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Speaker 1: psychiatry fellowship program. Because of this, she personally understands the

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Speaker 1: potential impact of this chronic, debilitating disorder not only on

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Speaker 1: affected individuals, but their families as well. Without quality management,

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Speaker 1: this disorder can cause academic and work difficulties, pours of confidence,

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Speaker 1: and strained relationships. Dr Brown believes that mental health professionals

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Speaker 1: are essential in providing balanced and supportive information about a

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Speaker 1: d h D, ensuring individuals and their families received proper

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Speaker 1: management recommendations that are effective. Dr Brown is originally from Flint, Michigan.

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Speaker 1: She earned her doctorate degree and completed her residency in

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Speaker 1: general adult psychiatry in just three years at the St.

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Speaker 1: Louis University School of Medicine. She furthered her education by

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Speaker 1: completing an additional two year fellowship in Child and Adolescent

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Speaker 1: Psychology at the Manager Department of Psychiatry and Behavioral Sciences

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Speaker 1: at the Bailer College of Medicine in Houston, Texas. And

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Speaker 1: a fun fact, Dr Dawn is also my classmate from

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Speaker 1: Xavier University of Louisiana where we had lots of psyche

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Speaker 1: classes together. Dr Dawn and I chatted about the symptoms

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Speaker 1: of a d h D, why the diagnosis is often missed,

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Speaker 1: how to know if your child might need to be

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Speaker 1: evaluated treatment for a d h D, and she clears

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Speaker 1: up some common misconceptions about medication. If there's a lightbulb

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Speaker 1: moment for you during the episode, or something you think

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Speaker 1: others need to hear, please share it on social media

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Speaker 1: using the hashtag tb G in Session. Here's our conversation. Well,

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Speaker 1: thank you so much for joining us today, Dr Dawn.

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Speaker 1: You are so welcome. I am honored to be a

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Speaker 1: guest on your show. Thank you so much. Absolutely, I

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Speaker 1: am very excited to have you. So I am doing

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Speaker 1: an entire series all about UM or including other guests

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Speaker 1: who graduated from Xavier. So I'm very excited. I knew

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Speaker 1: that I wanted to have you on UM to talk

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Speaker 1: about all things a d h D, since that definitely

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Speaker 1: is your specialty. Oh wonderful. I love when Xavier to

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Speaker 1: get together. You know, it's a wonderful. It's always a party. UM.

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Speaker 1: But yeah, like you love to share exciting ventures what

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Speaker 1: we're doing, so right, Yeah, so can you start dr

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Speaker 1: Dawn by telling us exactly what a d h D is. Sure, So,

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Speaker 1: a d h D is what we call a brain disorder.

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Speaker 1: It's actually a disorder of the executive functioning. So it's

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Speaker 1: acutive functioning is how a person learns, how they memorize information,

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Speaker 1: how they listen on, how they process information. And it's

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Speaker 1: in the frontal lobe of the brain. So it's kind

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Speaker 1: of the where if you put your hand on your forehead,

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Speaker 1: that's actually the main area that is impacted by a

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Speaker 1: d h D. A d h D affects our attention

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Speaker 1: and affects our level of activity as well as our

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Speaker 1: degree of impulse control. So if those areas, those three

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Speaker 1: areas are impacted, usually on observation, you would find that

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Speaker 1: a person may have difficulties in sitting still. They they

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Speaker 1: appear very restless, um they may appear in the the days

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Speaker 1: off in space or not really pay close attention to you.

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Speaker 1: They're not giving you that eye contact as well as

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Speaker 1: the level of impulsivity. So these behaviors usually are kind

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Speaker 1: of done where they kind of at before they think

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Speaker 1: about what they're doing. So cutting people off, cutting people

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Speaker 1: in front of line, answering for people um, you know,

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Speaker 1: those are some of the common impulsive behaviors that are

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Speaker 1: commonly seeing, particularly in children as well as in built.

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Speaker 1: So those three areas are impacted, and so there are

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Speaker 1: different types, correct, Dr Dorn, That is correct. That is correct.

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Speaker 1: There there are actually three main categories that we identify

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Speaker 1: that people have problems with when we discuss a d

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Speaker 1: H d UM. The first category is commonly found in

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Speaker 1: kids and ADO lessons, and that's called the combined of type.

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Speaker 1: So that are our kids who have problems with imp control,

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Speaker 1: hyperactivity as well as in attention. And then the next

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Speaker 1: type is the predominantly and attentive type, where I see

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Speaker 1: most adults and fairly amount of females have UM, where

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Speaker 1: they you know, again whose focus not able to have

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Speaker 1: sustained focus or may appear to be games and often space.

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Speaker 1: And then finally the hyperactive impulsive type. UM. So these

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Speaker 1: are individuals who can focus but are very restless and

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Speaker 1: it's hard for them to kind of sit still for

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Speaker 1: long periods of time. Okay, So I think that there

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Speaker 1: are likely a variety of different people listening. There may

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Speaker 1: be some people listening who are wondering, oh, is this

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Speaker 1: a concern for myself, people who maybe have been diagnosed,

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Speaker 1: but there are likely also some parents who are listening

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Speaker 1: UM who may wonder like, is this something that I

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Speaker 1: should get my child checked out for? So do you

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Speaker 1: have any ideas about UM, like what kinds of things

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Speaker 1: might a parent be seeing that would results and then

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Speaker 1: wanting to get their out evaluate it? Definitely, you know,

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Speaker 1: one thing to keep in mind as a parent is

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Speaker 1: that kids are very active, They're very robunctious, they're curious,

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Speaker 1: there can be very impulsive. So these are natural tendencies

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Speaker 1: UM that you will commonly see kids with us. Okay,

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Speaker 1: what we find in a d h D is that

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Speaker 1: it's recurrent, so it's it's it's these common symptoms that

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Speaker 1: I just discussed that are consistent and they occur in

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Speaker 1: all environments and they interfere with the child's functioning. So

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Speaker 1: usually when I see children in my office, is they

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Speaker 1: have a history of of getting in trouble for not

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Speaker 1: staying seated in their seat for over a period of time.

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Speaker 1: They may actually cut you know, other kids in line,

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Speaker 1: not follow directions, become very forgetful, um show and decline

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Speaker 1: and great. So as you can tell, you know, these

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Speaker 1: are actually interfering with their ability to do well and

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Speaker 1: cool and and as I stated before, they occur in

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Speaker 1: all environments, so not only in school, but you also

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Speaker 1: see at home where parent has to constantly remind the

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Speaker 1: child to clean up their room or you know, remind

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Speaker 1: them to follow their directions. Um, you know they they

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Speaker 1: commonly leave things around and and and basically not put

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Speaker 1: things into place in their respectful place. So it's it's

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Speaker 1: it's common symptoms that recur most days out of the week. Okay,

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Speaker 1: And what does that evaluation look like? Dr Done. I'm

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Speaker 1: sure that there are lots of different kinds of evaluations,

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Speaker 1: Like the way you would do an evaluation would be

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Speaker 1: different from what I would do as a psychologist. So

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Speaker 1: could you talk a little bit about what the evaluation

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Speaker 1: process is for making the diagnosis of a d h D. Yes,

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Speaker 1: you know that that's a very good question. And that's

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Speaker 1: that's a question that may um parents or even adults

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Speaker 1: are not aware. So one is that despite the fact

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Speaker 1: that you know, you being a psychologist, UM and I

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Speaker 1: being a psychiatrist, Yes, we may actually um engage the

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Speaker 1: community with different types of evaluations. Even with the child psychiatrist,

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Speaker 1: which I am, UM, we actually do valuation is differently

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Speaker 1: as well. So now to child, psychiatrists are alike as

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Speaker 1: far as I always they evaluate a h D, but

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Speaker 1: being an expert in a d h D, I actually

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Speaker 1: make sure that everyone that I see has to have

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Speaker 1: some type of objective testing. What that means for kids

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Speaker 1: is that commonly I use what we known as rating

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Speaker 1: behavior Rating scales UM of Vanderbilt connors are common rating

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Speaker 1: skills that are used in my clinical practice where they

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Speaker 1: are asking a number of questions in areas of activity, attention,

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Speaker 1: impulse control. They also flow. An example of the Vanderbilt

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Speaker 1: also contains areas that may point to risk factors for anxiety, depression,

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Speaker 1: of learning disabilities, conduct behaviors. And so these skills are

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Speaker 1: given to teachers, they're given to your child's parents, UM

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Speaker 1: and any other caregivers that are close in touch with

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Speaker 1: the child, including coaches. It's very important that we have

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Speaker 1: any adult person that is in fault, that has a

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Speaker 1: close connection that can actually be able to answer these

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Speaker 1: questions because it's actually going to give us the information

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Speaker 1: that we need and how the child is performing in

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Speaker 1: different areas of his or her life. So that is

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Speaker 1: what I commonly use for kids. UM in addition to adults,

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Speaker 1: I actually have a computerized that sam it's funds of

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Speaker 1: twenty thirty minute computerized tests that I actually have in

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Speaker 1: my office called a TOBA. It's used here in Great Britain,

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Speaker 1: and it's actually looking at inattention as relates to an

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Speaker 1: individual's a d h D. So these are two common

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Speaker 1: objective tests that I give. But there is not one

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Speaker 1: single test R d h D. And that's what a

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Speaker 1: lot of individuals are aware of. You know, we don't

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Speaker 1: have a blood sample to say that an individual as

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Speaker 1: a d h D. This is based on clinical evaluation.

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Speaker 1: So that's why it's important to have that a level

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Speaker 1: of objectivity, meaning asking questions in different environments of that individual, UM,

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Speaker 1: so that we can understand how they behave, how they perform,

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Speaker 1: how they're producing in those environments. So that's one test. Now,

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Speaker 1: the other part of the advisation is seeing me and

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Speaker 1: so we call or refer to that as the subjective evaluation.

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Speaker 1: So I actually have like forty five minutes of questions. UM.

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Speaker 1: What I do different in my practice is I sent

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Speaker 1: out a list a lot of questions to the parents.

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Speaker 1: It's about twenty five pages and it talk you know,

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Speaker 1: it's ask questions in the areas of child development, pregnancy,

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Speaker 1: of the mom um, you know, if they're medical problems,

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Speaker 1: if they're any mental health other mental concerns, if they've

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Speaker 1: been on medicines before. So it actually gives a history

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Speaker 1: of the child's experience as relates to medical health and

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Speaker 1: mental And then when they come in my office, I'm

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Speaker 1: already aware of some of the concerns that the parent

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Speaker 1: has and so we're able to focus on what matters most,

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Speaker 1: and that is for me to conduct and complete a

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Speaker 1: comprehensive valuation that looks at a d h D and

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Speaker 1: actually evaluates and rules out other disorders that may book

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Speaker 1: like a d h D. So it's a very comprehensive,

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Speaker 1: which means a very ferrale evaluation. UM that is done.

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Speaker 1: It usually is done between two appointments. UM. But you know,

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Speaker 1: at the second appointment we then can discuss treatment plans

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Speaker 1: or you know, other recommendations if a d h D

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Speaker 1: is not evident. So you mentioned something dr doing that,

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Speaker 1: I want to go back to you said something about um,

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Speaker 1: you're you're also questioning to make sure that they are

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Speaker 1: not struggling with something that may look like a d

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Speaker 1: h D. What are some of the things that may

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Speaker 1: be kind of confounding that like that, Okay, this looks

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Speaker 1: like a d h D, but actually it's something else.

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Speaker 1: What are some of those other factors that may be

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Speaker 1: an issue. Yeah, So when I actually conducted valuations, to

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Speaker 1: keep it simple, I actually look at four areas of

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Speaker 1: a person's lifestyle. UM. One is the biological factors, to

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Speaker 1: psychological factors, three social factors, and then four like spiritual

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Speaker 1: religious factors. And so that's kind of usually my approach. UM.

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Speaker 1: So when we consider biological factors that may resemble or

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Speaker 1: mimic a d h D symptoms, UM, I often look

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Speaker 1: at UM a person's medical history. So if they are,

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Speaker 1: for example, not sleeping, well, UM, that could actually look

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Speaker 1: like a d h D because he can set the

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Speaker 1: person's in attention or energy levels, UM, fibroid of abnormalities

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Speaker 1: even in heads. You know. Unfortunately, UM, there is there,

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Speaker 1: especially they have a significant family history I look at

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Speaker 1: to make sure that we rule that out. Vitamin D

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Speaker 1: deficiency has been in the news lately. There was actually

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Speaker 1: um oh a few UM studies that came out. There

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Speaker 1: were very prominent last year that looked at vitamin D

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Speaker 1: excuse me insufficient UM as it relates to a d

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Speaker 1: h D and then it was known that we we

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Speaker 1: have we're not producing enough voting d UM. It can

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Speaker 1: definitely affect the person's cotton to functioning. So again, how

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Speaker 1: they think, how they process information, their level of attention

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Speaker 1: and learning ability. So if you look at that, that

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Speaker 1: also looks like a d h D as well UM,

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Speaker 1: and so that that actually is very important to keep

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Speaker 1: in mind, especially for health practitioners when they order blood

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Speaker 1: work UM. We also look at the family history. So

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Speaker 1: if the parent or sibling on uncle, grandparent UM actually

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Speaker 1: has a d h D or has been diagnosed or

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Speaker 1: presumably have symptoms UM, then it's likely about a fifty

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Speaker 1: percent chance that the child of the parent UM and

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Speaker 1: usually a higher comportance rate, so basically a higher rate

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Speaker 1: of the sibling has a d h D as well UM.

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Speaker 1: So that is something that we want to keep in mind. UM.

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Speaker 1: Some psychological factors could be how a chie will perceives

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Speaker 1: themselves in the world. So if the child is UM

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Speaker 1: is a developmental stage where they're trying to identify who

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Speaker 1: they are, they're trying to fit in behaviors, So different

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Speaker 1: types of behavior and how they engage with other individuals,

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Speaker 1: how they see themselves in the world. UM. Usually those

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Speaker 1: kind of factors are not necessarily look as a d

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Speaker 1: h D, but it's something that we want to consider.

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Speaker 1: We want to kind of see ourselves in the child's

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Speaker 1: eyes and and make sure that you know, at their

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Speaker 1: their developmental age that they are able to UM, understand

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Speaker 1: you know, their significance in the world, understand their defense

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Speaker 1: mechanisms if they're healthy defense mechanisms UM that they're displaying.

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Speaker 1: And usually you know, that's kind of how we process

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Speaker 1: if they are doing well, you know, at their stage.

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Speaker 1: But you know, commonly it's not necessarily a risk factory

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Speaker 1: h D, but we do see additional risk factors where

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Speaker 1: we come to social factors. So if there's any type

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Speaker 1: of stressors going on in the home, UM, if there's

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Speaker 1: any bullying going on, you know, in the school or

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Speaker 1: any other environments that the child is subjected to UM.

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Speaker 1: You know, social factors that definitely can impact the child's

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Speaker 1: ability to learn in school where they're not making the grades,

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Speaker 1: they're not focusing because they're concerned about the bullying that's

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Speaker 1: next to them. I mean, these are really common factors.

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Speaker 1: So they should definitely be considered. And then finally of

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Speaker 1: spiritual factors. And so usually I don't necessarily I mean

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Speaker 1: I always ask the child about their spirituality, and you

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Speaker 1: would be surprised at how many child would talk about

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Speaker 1: that our children. Excuse me, um, but usually we don't

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Speaker 1: necessarily find you know, risk factors is particularly more commonly

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Speaker 1: seen in biological as well as social factors. Okay, got it.

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Speaker 1: So yeah, So like you said, there are a lot

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Speaker 1: of different things. Like I know, anxiety often comes up

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Speaker 1: right like that. It may look like a d h D,

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Speaker 1: but actually the child is anxious, may be related to

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Speaker 1: bullying or something else going on in the environment or

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Speaker 1: other social environments. Yes, that's correct, and anxiety is actually

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Speaker 1: one of the most common um, what we call coal morbility,

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Speaker 1: so the very common other mental disorder that we often

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Speaker 1: see a child exhibit um features of anxiety when they

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Speaker 1: particularly may have a d h D, but it's not

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Speaker 1: identified and therefore not treated. So we want to look

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Speaker 1: at anxiety, We want to look at depression as well

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Speaker 1: as you know, behavioral disorders such as oppositional defiance disorders,

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Speaker 1: conduct disorders, and then there are other disorders of mental

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Speaker 1: health that are commonly associated with a d h D,

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Speaker 1: and so kiddos who may have are beyond the autism spectrum.

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Speaker 1: UM that is a common um mental disorder that may

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Speaker 1: have a d D symptoms as well as Tourette's disorder

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Speaker 1: or syndrome. So you know, a d D is not

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Speaker 1: only a risk factor for other disorders, but it actually

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Speaker 1: can be UM symptoms of of of a disorder as

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Speaker 1: well or in the in addition into another disorder. Excuse me,

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Speaker 1: got you? Got you? So let's talk a little bit

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Speaker 1: about UM adults dot dom because I do think some

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Speaker 1: people are shocked about, like adult a d h D.

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Speaker 1: Like you know, there may be there thinking like well,

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Speaker 1: how could they have gone their entire life and nobody

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Speaker 1: noticed that? UM? So can you talk about like what

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Speaker 1: the evaluation process might look like or is it different

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Speaker 1: for adults who may be struggling with a d h D.

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Speaker 1: It is, it's different. UM. I will say that this point,

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Speaker 1: five million children have diagnosed with d h D. It

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Speaker 1: is the most common and talk disorder in kids and

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Speaker 1: adolescent But surprisingly there's ten million adults have been diagnosed

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Speaker 1: with a d h D and majority are not aware.

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Speaker 1: As you mentioned, UM, a d h D is recognized

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Speaker 1: as a childhood disorder. And so with that recognition, many

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Speaker 1: adults UM and maybe assumed or have been told um

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Speaker 1: that it's something that they they grow out of, even

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Speaker 1: if they had it as a child. Um, that is

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Speaker 1: something that even if they didn't identify it as a child,

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Speaker 1: it's something they can't encounter an adulthood. The jury is

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Speaker 1: still out, is you know, you can develop a DC

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Speaker 1: symptom as an adult, especially if you didn't have it

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Speaker 1: as a child. As a child, but UM, in my

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Speaker 1: professional opinion, UM, a d h D has always been

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Speaker 1: there if you have it as an adult. So I

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Speaker 1: often see adults when they actually have been through a

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Speaker 1: number of divorces, they've been through a number of motor

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Speaker 1: vehicle accidents, UM, multiple job failures, UM, and they just

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Speaker 1: kind of depressor and they have anxiety disorders because they're

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Speaker 1: just not you know, functioning at their optimal level in life.

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Speaker 1: And that can be in relationships and jobs, you know,

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Speaker 1: their own personal goals. And so that's when I tend

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Speaker 1: to see adults. I also see adults when their children

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Speaker 1: are diagnosed UM, and so the process is different. UM.

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Speaker 1: You know, I'm not going to ask an adults balls

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Speaker 1: you know, to feel out of forms for me, because

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Speaker 1: that's you know, that is actually violating their their privacy.

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Speaker 1: But what I do offer, again, it's like a subjective

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Speaker 1: valuation where I actually ask a lot of questions about

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Speaker 1: their history. It is very important that I recognize that

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Speaker 1: they've had symptoms before the age of twelve. It used

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Speaker 1: to be before the age of six, and now it's

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Speaker 1: before the age of twelve where they have where they've

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Speaker 1: actually recalled problems with and attention and puls control and

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Speaker 1: hyperactivity and or hyperactivity um. And so we go all

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Speaker 1: the way back to Elbertary school days. I asked them

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Speaker 1: how they've performed at school, what were they're upbringing, like

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Speaker 1: what were some forms of concern that teachers reported on

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Speaker 1: the report cards? So these are some common questions that

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Speaker 1: may ask. And then I actually kind of walked through

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Speaker 1: their journey of life up until the current situation of

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Speaker 1: what brings them into my office and what concerns they

347
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Speaker 1: have today. And so that is part of the subject evaluation.

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Speaker 1: And then as I say that before, the object evaluation

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Speaker 1: for me is either I can refer them out to

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Speaker 1: a psychologist like yourself, or I would actually conduct the

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Speaker 1: actual computerized I am in my office says, and that

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Speaker 1: is an immediate answer that I can receive when we

353
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Speaker 1: can discuss results. So with the subjective valuation and the

354
00:21:07,080 --> 00:21:11,840
Speaker 1: objective valuation support one another, then we have a diagnosis

355
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Speaker 1: that we need to talk about, and that's a d

356
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Speaker 1: h D. So that's how it works. That's really interesting

357
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Speaker 1: that you're going. And I think a lot of people

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Speaker 1: would probably be interested in knowing more about the relationship piece, right,

359
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Speaker 1: because I don't think we often I think because it

360
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Speaker 1: typically comes up in childhood, we think about it impacting

361
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Speaker 1: like academics, right, But when it when it has been missed,

362
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Speaker 1: it definitely can cause issues in relationships. Can you talk

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Speaker 1: more about that? I can, So this is not commonly

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Speaker 1: discussed on I'm so happy you raise this um important

365
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Speaker 1: concept because the the interesting piece about a d h

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Speaker 1: D that me of providers failed to educate patients on

367
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Speaker 1: is that there is a mood component to a d

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Speaker 1: h D. Um. You know, sometimes when I see individuals,

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Speaker 1: they may present themselves as being diagnosed with bipolar disorder

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Speaker 1: with depression and anxiety. And being an a d h

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Speaker 1: D expert, I yes, I evaluate for all those sources,

372
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Speaker 1: but I always evaluate for a d h D, right,

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Speaker 1: And so a d h D could actually book like

374
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Speaker 1: some so bipolar disorder. It can book like symptoms of

375
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Speaker 1: depression as well as anxiety. So if you consider of

376
00:22:20,119 --> 00:22:22,360
Speaker 1: a d h D having a mood component, you can

377
00:22:22,400 --> 00:22:27,320
Speaker 1: also and understand its impact on relationships. So I have

378
00:22:27,440 --> 00:22:30,000
Speaker 1: a d h D all right, And I wasn't diagnosed

379
00:22:30,040 --> 00:22:34,080
Speaker 1: until adulthood in my early thirties, and I had no idea.

380
00:22:34,320 --> 00:22:36,600
Speaker 1: I had no idea. I actually was told that I

381
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Speaker 1: had test taking anxiety. I struggled in medical school, and

382
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Speaker 1: so when I went to a psychologist, a d D

383
00:22:42,880 --> 00:22:45,080
Speaker 1: wasn't even considered because I was doing well and with

384
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Speaker 1: my grades. I didn't fill any classes, but I just

385
00:22:47,720 --> 00:22:50,720
Speaker 1: struggled with test taking. And I was really good at

386
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Speaker 1: all test taking, even not written. And so you know,

387
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Speaker 1: anxiety disorder was diagnosed from me, a performance anxiety. But

388
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Speaker 1: when I looked act and I think about my relationships, um,

389
00:23:03,640 --> 00:23:06,840
Speaker 1: I would say that I really didn't have any particular

390
00:23:06,960 --> 00:23:09,960
Speaker 1: challenges with relationships. But I didn't notice that if I

391
00:23:10,119 --> 00:23:12,520
Speaker 1: was one on one with something on one with someone,

392
00:23:12,880 --> 00:23:15,119
Speaker 1: then I was more keen to listen to what they

393
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Speaker 1: were saying. Um, But if I didn't have an interest

394
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Speaker 1: in the kind and the conversation, then I would find

395
00:23:20,800 --> 00:23:23,720
Speaker 1: myself thinking about other things or I would, you know,

396
00:23:23,760 --> 00:23:25,639
Speaker 1: planning my day in my head while the person is

397
00:23:25,680 --> 00:23:28,919
Speaker 1: talking and pretending to listen. This is common for you

398
00:23:29,040 --> 00:23:31,399
Speaker 1: for individuals and a d h DS. So if you're

399
00:23:31,400 --> 00:23:34,359
Speaker 1: an adult out there and you're wondering if you have

400
00:23:34,520 --> 00:23:36,719
Speaker 1: a d h D, you know, some of the common

401
00:23:36,800 --> 00:23:41,000
Speaker 1: symptoms that I often evaluate for are when you're in

402
00:23:41,000 --> 00:23:45,320
Speaker 1: conversations with one another person, UM, and you're finding yourself

403
00:23:45,520 --> 00:23:49,159
Speaker 1: not really listening, You're actually thinking about other thoughts. You

404
00:23:49,280 --> 00:23:51,720
Speaker 1: have a lot of thoughts going on in your head. Um,

405
00:23:51,840 --> 00:23:54,800
Speaker 1: you can't remember what the person saying, You're not giving

406
00:23:54,840 --> 00:23:58,600
Speaker 1: them eye contact. You know. These are some very common

407
00:23:58,640 --> 00:24:01,680
Speaker 1: symptoms UM that at those with a d h D

408
00:24:01,920 --> 00:24:05,080
Speaker 1: dealt with on the daily basis. Others could be very

409
00:24:05,119 --> 00:24:09,280
Speaker 1: being distracted by a person's environment. UM. Usually when I'm

410
00:24:09,520 --> 00:24:12,280
Speaker 1: a I'm a huge sports fan and so I may

411
00:24:12,320 --> 00:24:14,320
Speaker 1: watch to play, but it's usually a person in the

412
00:24:14,440 --> 00:24:18,040
Speaker 1: stance on TV that I'm looking at. So we may

413
00:24:18,200 --> 00:24:22,320
Speaker 1: find detailed attention to what's in the background, and this

414
00:24:22,400 --> 00:24:24,560
Speaker 1: is very common with those with a d h D

415
00:24:24,600 --> 00:24:27,159
Speaker 1: as well. So when we're asked about who's wedding and

416
00:24:27,200 --> 00:24:29,720
Speaker 1: the score and who scored that, commonly we can't answer

417
00:24:29,760 --> 00:24:31,679
Speaker 1: that question because we're so focused on who's in the

418
00:24:31,680 --> 00:24:33,800
Speaker 1: crowd looking at the same game that we're trying to

419
00:24:33,840 --> 00:24:38,280
Speaker 1: look at. UM. And in relationships again, you know, UM,

420
00:24:38,480 --> 00:24:41,960
Speaker 1: some of the things that are concerning are the fluctuating

421
00:24:42,000 --> 00:24:45,439
Speaker 1: and these the poor frustration tolerance. When we're talking to

422
00:24:45,680 --> 00:24:48,480
Speaker 1: someone that we love and you know, we we forget

423
00:24:48,680 --> 00:24:50,919
Speaker 1: that they asked us to do something or pick some

424
00:24:51,000 --> 00:24:53,960
Speaker 1: dinner up, you know, after get after work. You know,

425
00:24:54,080 --> 00:24:55,960
Speaker 1: those are some of the things that we call me forget.

426
00:24:56,040 --> 00:24:59,400
Speaker 1: So you often find us having a lot of notes around,

427
00:24:59,560 --> 00:25:02,840
Speaker 1: a lot of of sticking notes around, maybe many alarms

428
00:25:02,880 --> 00:25:05,720
Speaker 1: on our phone. So you know, again, if this is

429
00:25:05,760 --> 00:25:09,399
Speaker 1: something that you do automatically, you may want to UM

430
00:25:09,440 --> 00:25:13,920
Speaker 1: consider being evaluated, especially if it's interfering with your relationships.

431
00:25:13,960 --> 00:25:17,240
Speaker 1: At work, um, not following through your the demands of

432
00:25:17,320 --> 00:25:20,560
Speaker 1: your job, not completing task on time. You're often find

433
00:25:20,680 --> 00:25:23,800
Speaker 1: yourself at home doing word that's supposed to be completed

434
00:25:23,840 --> 00:25:26,879
Speaker 1: during the day. You're up from your death, socializing a

435
00:25:26,920 --> 00:25:30,760
Speaker 1: lot you're drinking a lot of coffee, which is a stimulant.

436
00:25:31,080 --> 00:25:34,720
Speaker 1: You know, again, some key factors in areas that may

437
00:25:34,760 --> 00:25:36,439
Speaker 1: actually point to a d h D. So I'm not

438
00:25:36,480 --> 00:25:39,280
Speaker 1: necessarily saying that you have it. All I'm suggesting is

439
00:25:39,320 --> 00:25:42,240
Speaker 1: that these are very common day to day behaviors that

440
00:25:42,280 --> 00:25:44,159
Speaker 1: are dol Son finding the wrong. It's just kind of

441
00:25:44,160 --> 00:25:47,000
Speaker 1: their sense of normalcy. But in fact, when we have

442
00:25:47,119 --> 00:25:49,960
Speaker 1: a d h D and it's not necessarily obvious, these

443
00:25:49,960 --> 00:25:52,720
Speaker 1: are some common um symptoms are signs that you may

444
00:25:52,800 --> 00:25:54,720
Speaker 1: find UM in a person as a d h D.

445
00:25:55,640 --> 00:25:58,080
Speaker 1: And you really raised a great point Dr Dawn and

446
00:25:58,160 --> 00:26:02,280
Speaker 1: sharing your own you know, like late diagnosis, right, because

447
00:26:02,280 --> 00:26:05,119
Speaker 1: I think what happens, and you know, I used to

448
00:26:05,160 --> 00:26:08,119
Speaker 1: do evaluations for a d h D in my practice.

449
00:26:08,640 --> 00:26:11,359
Speaker 1: I think what happens typically is people who are really

450
00:26:11,880 --> 00:26:16,160
Speaker 1: high functioning and like very successful, have just been able

451
00:26:16,200 --> 00:26:20,919
Speaker 1: to figure out ways to manage their life throughout like

452
00:26:21,040 --> 00:26:23,520
Speaker 1: high school and college. But then they get to somewhere

453
00:26:23,560 --> 00:26:26,960
Speaker 1: like medical school or an environment that does really challenge

454
00:26:27,000 --> 00:26:29,440
Speaker 1: them in all of the coping strategies that they had

455
00:26:29,560 --> 00:26:32,439
Speaker 1: kind of fall apart, and now they're like fault there

456
00:26:32,480 --> 00:26:35,800
Speaker 1: their full force to look at okay, what actually is

457
00:26:35,800 --> 00:26:37,880
Speaker 1: going on. So then that's when someone like you would

458
00:26:37,920 --> 00:26:40,600
Speaker 1: come in the office and say, hey, I'm really struggling

459
00:26:40,640 --> 00:26:44,760
Speaker 1: when I don't you know I didn't before. That's exactly right,

460
00:26:45,000 --> 00:26:46,800
Speaker 1: you I mean, you get to knowl right on the head.

461
00:26:46,840 --> 00:26:50,080
Speaker 1: And that's exactly what my experience was. UM, coming from

462
00:26:50,119 --> 00:26:53,600
Speaker 1: a personal experience, I actually so you know, the advantage

463
00:26:53,640 --> 00:26:56,760
Speaker 1: point that I had was that I actually attended monastery school.

464
00:26:57,000 --> 00:26:59,560
Speaker 1: I attended Madnet School. So to give you a little

465
00:26:59,560 --> 00:27:01,600
Speaker 1: bit more for nation about those two types of setting

466
00:27:01,600 --> 00:27:05,239
Speaker 1: school settings, they're usually very creative, you know, work at

467
00:27:05,280 --> 00:27:08,040
Speaker 1: your own pace as far as the monetary school UM.

468
00:27:08,080 --> 00:27:10,600
Speaker 1: And then the Magnet program is more like one on

469
00:27:10,600 --> 00:27:14,880
Speaker 1: one teaching higher level functioning. UM, you may actually get

470
00:27:14,920 --> 00:27:18,360
Speaker 1: pulled out of class to do other type of projects.

471
00:27:18,840 --> 00:27:22,360
Speaker 1: So yes, you know, it wasn't really obvious. I mean

472
00:27:22,400 --> 00:27:25,320
Speaker 1: I was known as a social butterfly. UM. I would

473
00:27:25,359 --> 00:27:27,840
Speaker 1: get in trouble for my conduct, but not my grades.

474
00:27:28,280 --> 00:27:31,280
Speaker 1: And so you know, nothing was wrong. I just talked

475
00:27:31,280 --> 00:27:33,600
Speaker 1: a lot. And the thing about girls with a d

476
00:27:33,720 --> 00:27:36,119
Speaker 1: h D is that they can present differently. You know,

477
00:27:36,280 --> 00:27:38,879
Speaker 1: usually they have a predominantly inattentive type where you're not

478
00:27:38,960 --> 00:27:41,800
Speaker 1: obviously see them coming out of their seats or jumping

479
00:27:41,800 --> 00:27:44,360
Speaker 1: on tables and things of that nature, but they may

480
00:27:44,400 --> 00:27:47,440
Speaker 1: actually be looking at you but not really paying attention

481
00:27:47,480 --> 00:27:49,320
Speaker 1: to what you're you know, what you're saying and what

482
00:27:49,359 --> 00:27:52,520
Speaker 1: you're teaching, so you don't even recognize that they have

483
00:27:52,640 --> 00:27:55,040
Speaker 1: a d g D. But they actually struggle in the

484
00:27:55,080 --> 00:27:57,879
Speaker 1: areas that are not so obvious. So that's again like

485
00:27:57,920 --> 00:28:02,120
Speaker 1: talking a lot or maybe um in their grades. But

486
00:28:02,240 --> 00:28:05,320
Speaker 1: how I compensated for my deficits was that I studied

487
00:28:05,359 --> 00:28:08,359
Speaker 1: a lot and I had two parents who were educators,

488
00:28:08,720 --> 00:28:12,000
Speaker 1: where I couldn't come home, you know, with anything less

489
00:28:12,000 --> 00:28:15,040
Speaker 1: than what my potential was. And so you know, I

490
00:28:15,119 --> 00:28:18,760
Speaker 1: had the supportive factors that you know, actually allowed me

491
00:28:18,880 --> 00:28:22,440
Speaker 1: to kind of go through throughout high school and even college,

492
00:28:22,520 --> 00:28:25,080
Speaker 1: you know, attending sat University of Louisiana, you know, joy

493
00:28:25,200 --> 00:28:27,480
Speaker 1: that you know, we attended a small school when there

494
00:28:27,520 --> 00:28:31,480
Speaker 1: were small classes, We had instructors, we had drill classes

495
00:28:31,480 --> 00:28:36,080
Speaker 1: of smaller even smaller classes, which reinforce the information. You know,

496
00:28:36,200 --> 00:28:38,640
Speaker 1: So if I attended that school, that actually you know,

497
00:28:38,720 --> 00:28:41,920
Speaker 1: continued with my kind of magnet and private schoolings was like.

498
00:28:42,520 --> 00:28:45,280
Speaker 1: But then when I went to medical school, I'm talking

499
00:28:45,320 --> 00:28:49,880
Speaker 1: about a hundred page homework assignment for one class when

500
00:28:49,880 --> 00:28:52,680
Speaker 1: I was taking four others at the same time, right,

501
00:28:53,040 --> 00:28:55,200
Speaker 1: so a lot of work, and I was known to

502
00:28:55,240 --> 00:28:58,080
Speaker 1: kind of rewrite my notes and I didn't know again

503
00:28:58,120 --> 00:29:00,960
Speaker 1: another compensation, I was re writing my notes on what

504
00:29:01,080 --> 00:29:06,040
Speaker 1: I was reading, highlighting and different colors, putting tabloes everywhere,

505
00:29:06,560 --> 00:29:09,960
Speaker 1: and so again I was compensating having a d h D.

506
00:29:10,280 --> 00:29:13,760
Speaker 1: Did not know, but study for hours and hours, so

507
00:29:13,880 --> 00:29:17,880
Speaker 1: losing sleep, sacrificing time on doing other things to kind of,

508
00:29:18,200 --> 00:29:22,400
Speaker 1: you know, decrease my anxiety, maybe skipping out on classes

509
00:29:22,480 --> 00:29:25,080
Speaker 1: because I had to catch upon others. So it caught

510
00:29:25,160 --> 00:29:27,600
Speaker 1: up to me. It caught up to me. And then

511
00:29:27,760 --> 00:29:30,160
Speaker 1: you know again test taking. You know, you have a

512
00:29:30,200 --> 00:29:32,640
Speaker 1: lot of information to study for a vocal school and

513
00:29:32,840 --> 00:29:36,080
Speaker 1: these tests are very time orchestrated and their hard questions

514
00:29:36,080 --> 00:29:39,120
Speaker 1: in my opinion, so you know, yeah, that's when I

515
00:29:39,160 --> 00:29:42,600
Speaker 1: first struggled. That's where I first struggled, and so it's

516
00:29:42,680 --> 00:29:46,600
Speaker 1: very eye opening for me. So you mentioned Dr Don

517
00:29:46,800 --> 00:29:49,320
Speaker 1: that it can look different in girls, right that you

518
00:29:49,360 --> 00:29:51,480
Speaker 1: know a lot of times girls will present with more

519
00:29:51,480 --> 00:29:54,760
Speaker 1: of the inattentive factors. I'm wondering if there are any

520
00:29:54,800 --> 00:29:57,479
Speaker 1: cultural factors that we need to pay attention to, like

521
00:29:57,640 --> 00:30:01,160
Speaker 1: or is there anything related to black or African American

522
00:30:01,200 --> 00:30:03,520
Speaker 1: culture that also we need to kind of be making

523
00:30:03,520 --> 00:30:07,000
Speaker 1: sure we're bringing into context in this conversation. Yes, I

524
00:30:07,000 --> 00:30:11,040
Speaker 1: would say that, UM, I would say probably five ten

525
00:30:11,120 --> 00:30:14,040
Speaker 1: years ago. UM, you know, there was a lot of

526
00:30:14,360 --> 00:30:18,000
Speaker 1: clinical research studies out there that actually showed that UM,

527
00:30:18,160 --> 00:30:21,400
Speaker 1: African American boys were more likely to be diagnosed with

528
00:30:21,560 --> 00:30:25,960
Speaker 1: a d H d UM without proper diagnosis. And the

529
00:30:26,480 --> 00:30:32,320
Speaker 1: view on that was in relation to cultural insensitivities as

530
00:30:32,400 --> 00:30:36,440
Speaker 1: far as black boys being very full, punctious and hyper

531
00:30:36,520 --> 00:30:39,560
Speaker 1: active or or having over activity in their classes or

532
00:30:39,720 --> 00:30:43,960
Speaker 1: different environments, and so they were taken to pedutricians and

533
00:30:44,120 --> 00:30:48,000
Speaker 1: just giving a diagnosis without you know, any you know,

534
00:30:48,280 --> 00:30:51,840
Speaker 1: evidence based medicine use such as these rating scales that

535
00:30:51,880 --> 00:30:55,360
Speaker 1: could actually confront the diagnosis. So that led to a

536
00:30:55,400 --> 00:30:58,920
Speaker 1: lot of black boys unfortunately being this diagnosed, which further

537
00:30:59,000 --> 00:31:04,040
Speaker 1: the stigma in the American community. And so UM part

538
00:31:04,040 --> 00:31:08,560
Speaker 1: of that UM has basically led you know, some African

539
00:31:08,560 --> 00:31:13,320
Speaker 1: American families not to want to pursue mental health disorders

540
00:31:13,440 --> 00:31:15,920
Speaker 1: or even a d h d UM even if there

541
00:31:15,960 --> 00:31:19,640
Speaker 1: are some signs real signs there. And so for the

542
00:31:19,720 --> 00:31:23,040
Speaker 1: last about five years that the studies have shown that

543
00:31:23,040 --> 00:31:27,240
Speaker 1: that actually misdiagnosis have decreased and we're actually on an

544
00:31:27,400 --> 00:31:32,320
Speaker 1: upward journey to making sure that every person is diagnosed

545
00:31:32,520 --> 00:31:38,400
Speaker 1: appropriately UM, safe measurements are used, management is effective, and

546
00:31:38,440 --> 00:31:42,040
Speaker 1: that they're not spirencing side effects, and that it's benefiting

547
00:31:42,120 --> 00:31:46,040
Speaker 1: the child because they're actually functioning optively. UM. So that's

548
00:31:46,080 --> 00:31:49,240
Speaker 1: kind of one aspect. We also saw back in about

549
00:31:49,280 --> 00:31:51,920
Speaker 1: ten eight to ten years ago that the ratio of

550
00:31:52,040 --> 00:31:55,960
Speaker 1: boys to girls was higher UM in boys than girls.

551
00:31:56,000 --> 00:31:58,040
Speaker 1: It was on a nine to one ratio. Now we're

552
00:31:58,040 --> 00:32:01,720
Speaker 1: seeing as a twenty fifteen that that ratio is actually

553
00:32:01,720 --> 00:32:06,080
Speaker 1: steady coming UM to equal equilibrium. So more girls are

554
00:32:06,080 --> 00:32:09,320
Speaker 1: being diagnosed because we're now able to identify those certain

555
00:32:09,360 --> 00:32:13,680
Speaker 1: level of inattentive symptoms that you know we've been talking about. UM.

556
00:32:13,800 --> 00:32:17,760
Speaker 1: Living in Texas very diverse state. UM, I actually see

557
00:32:17,760 --> 00:32:21,480
Speaker 1: patients throughout Texas through telling medicine or tell up psychiatry

558
00:32:21,520 --> 00:32:23,280
Speaker 1: as we call it. So I see patients on the

559
00:32:23,280 --> 00:32:26,080
Speaker 1: monitored while they're in their doctor's office as well as

560
00:32:26,120 --> 00:32:32,320
Speaker 1: Illinois and I commonly UM engaged in minority communities. And

561
00:32:32,440 --> 00:32:35,640
Speaker 1: what I'm finding is that more and more minorities are

562
00:32:35,720 --> 00:32:39,040
Speaker 1: coming in UM and a lot of teachers and I

563
00:32:39,080 --> 00:32:42,000
Speaker 1: plaught my teachers out there. You know, they can't necessarily

564
00:32:42,040 --> 00:32:45,160
Speaker 1: by law, suggest that a child being ah D, but

565
00:32:45,280 --> 00:32:48,400
Speaker 1: they're actually communicating with their parents more and more about

566
00:32:48,440 --> 00:32:52,120
Speaker 1: their concerns that they're observing about their child in class.

567
00:32:52,600 --> 00:32:56,000
Speaker 1: UM coaches are also doing incredible job and being educated

568
00:32:56,440 --> 00:32:59,160
Speaker 1: and also talking to parents, and then even parents and

569
00:32:59,240 --> 00:33:02,560
Speaker 1: grandparents are actually you know, concerned about their child, the

570
00:33:02,680 --> 00:33:05,640
Speaker 1: childhood green child's performance in school. So I'm saying that

571
00:33:05,680 --> 00:33:09,320
Speaker 1: the level of education UM is actually increased and people

572
00:33:09,400 --> 00:33:13,120
Speaker 1: are tuned and keen to understanding this disorder a little

573
00:33:13,120 --> 00:33:17,320
Speaker 1: bit better, even the minority community UM and actually seeking treatment.

574
00:33:17,440 --> 00:33:22,440
Speaker 1: So that actually is very gratifying to see in witness. Yeah,

575
00:33:22,520 --> 00:33:24,840
Speaker 1: it sounds like and I do. I'm glad to hear

576
00:33:24,880 --> 00:33:27,400
Speaker 1: that there is much more education around that because you know,

577
00:33:27,440 --> 00:33:29,600
Speaker 1: when you think about it, like your child is at

578
00:33:29,600 --> 00:33:32,480
Speaker 1: school for lots of ours during the day, right, and

579
00:33:32,520 --> 00:33:36,000
Speaker 1: so they your teachers and coaches will have maybe even

580
00:33:36,040 --> 00:33:38,960
Speaker 1: more experience being able to observe the child in multiple

581
00:33:39,000 --> 00:33:41,080
Speaker 1: different settings to be able to give some of that

582
00:33:41,200 --> 00:33:44,600
Speaker 1: diagnostic information. You're exactly right, you know, I say, you

583
00:33:44,640 --> 00:33:46,800
Speaker 1: know that's where your child's been. You know, fifty percent

584
00:33:46,840 --> 00:33:48,760
Speaker 1: of it has or her time. So it's just as

585
00:33:48,840 --> 00:33:53,120
Speaker 1: equally as important that we actually attain that information UM

586
00:33:53,120 --> 00:33:56,440
Speaker 1: in certain classes, at certain parts of the day, UM

587
00:33:56,480 --> 00:33:59,240
Speaker 1: with the child, considering the child's interests in the class.

588
00:33:59,240 --> 00:34:01,080
Speaker 1: I mean, there's a lot of things that we need

589
00:34:01,120 --> 00:34:04,080
Speaker 1: to consider that helps determine if a child is doing

590
00:34:04,120 --> 00:34:08,080
Speaker 1: well in particular course. And so you know it can

591
00:34:08,160 --> 00:34:12,480
Speaker 1: be self times confusing, UM, but you know again, objective

592
00:34:12,840 --> 00:34:16,160
Speaker 1: skills help us. You know, the teacher's input help us.

593
00:34:16,280 --> 00:34:19,960
Speaker 1: Time helps us as well, and understanding if this is

594
00:34:20,000 --> 00:34:22,919
Speaker 1: something that we really need to identify or look further

595
00:34:23,000 --> 00:34:28,360
Speaker 1: into and then therefore manage. So let's talk now about treatment,

596
00:34:28,440 --> 00:34:32,120
Speaker 1: Dr Dawn. UM. So I know that there is lots

597
00:34:32,200 --> 00:34:36,680
Speaker 1: and lots of misinformation out about medication that's used for

598
00:34:36,760 --> 00:34:38,799
Speaker 1: a d h D. So I want you to talk

599
00:34:38,840 --> 00:34:41,200
Speaker 1: a little bit about like the medical ways that are

600
00:34:41,360 --> 00:34:44,560
Speaker 1: used to treat a d D as well as if

601
00:34:44,560 --> 00:34:46,440
Speaker 1: there are other ways that you can manage a d

602
00:34:46,600 --> 00:34:50,319
Speaker 1: h D symptoms that don't require medicine definitely. So yeah,

603
00:34:50,400 --> 00:34:54,560
Speaker 1: So basically the as a psychiatrist, as a child psychiatrist,

604
00:34:54,760 --> 00:34:58,359
Speaker 1: my main role is to evaluate if a medication can

605
00:34:58,400 --> 00:35:02,080
Speaker 1: be helpful for a mental health condition. And so, of course,

606
00:35:02,280 --> 00:35:05,480
Speaker 1: being you know, a medical doctor, I've prescribed medications for

607
00:35:05,520 --> 00:35:08,440
Speaker 1: a disorder. So my main form of treatment for a

608
00:35:08,560 --> 00:35:11,439
Speaker 1: d h D would be medication, but my second, because

609
00:35:11,480 --> 00:35:13,160
Speaker 1: I specialize in a d h D, I'm also a

610
00:35:13,239 --> 00:35:16,680
Speaker 1: d h D coach. So let's start with medication management first. Um,

611
00:35:16,760 --> 00:35:20,640
Speaker 1: there's a there's two distinct classes of medications that are

612
00:35:20,760 --> 00:35:23,200
Speaker 1: commonly used to manage a d h D. There are

613
00:35:23,280 --> 00:35:27,040
Speaker 1: non stimilants and their stimulants. So the stimulant class is

614
00:35:27,120 --> 00:35:29,240
Speaker 1: kind of the first line. It's kind of the first

615
00:35:29,239 --> 00:35:32,680
Speaker 1: class that usually, especially providers such as myself would go to.

616
00:35:33,280 --> 00:35:37,000
Speaker 1: It's a very good class of medicine. Um, there is

617
00:35:37,080 --> 00:35:40,200
Speaker 1: a lot of stigma surrounding the stigma mean excuse me,

618
00:35:40,280 --> 00:35:44,920
Speaker 1: the the stimulant medications mainly because in the wrong hands

619
00:35:45,000 --> 00:35:47,840
Speaker 1: or if it's used appropriately, it can cause some you know,

620
00:35:47,840 --> 00:35:52,040
Speaker 1: significant consequences such as addictions. UM and natural high or

621
00:35:52,200 --> 00:35:55,799
Speaker 1: not natural, but a person may not necessarily respond well

622
00:35:55,840 --> 00:35:58,160
Speaker 1: to it, and they may appear to be high. It

623
00:35:58,200 --> 00:36:01,640
Speaker 1: can be company misused as a a sense, but if

624
00:36:01,640 --> 00:36:03,800
Speaker 1: it's in the hands of the person who has a

625
00:36:03,880 --> 00:36:06,880
Speaker 1: d h D and it's taken properly, it can really

626
00:36:06,920 --> 00:36:09,400
Speaker 1: make a one a d degree difference in a person's lifestyle.

627
00:36:09,440 --> 00:36:12,760
Speaker 1: And I know because that happened with me. The stimulant

628
00:36:12,800 --> 00:36:15,600
Speaker 1: classes at the top of the medication chain. What I

629
00:36:15,600 --> 00:36:17,759
Speaker 1: mean by that is that they're very effective in what

630
00:36:17,800 --> 00:36:20,839
Speaker 1: they're designed to do. They're very efficient in meeting the

631
00:36:20,880 --> 00:36:23,759
Speaker 1: goal of helping a person assisting a person with being

632
00:36:23,800 --> 00:36:27,640
Speaker 1: able to have sustained focus. An average person can focus

633
00:36:27,680 --> 00:36:30,960
Speaker 1: for about twenty minutes now, and with social media involved,

634
00:36:31,160 --> 00:36:33,640
Speaker 1: we're actually seeing that all the way down is seven

635
00:36:33,640 --> 00:36:36,560
Speaker 1: minutes seven minutes. And so if you think about a

636
00:36:36,600 --> 00:36:40,480
Speaker 1: person who has problems with their inattention, such as our attention,

637
00:36:40,520 --> 00:36:42,719
Speaker 1: such as a d h D, that actually maybe cut

638
00:36:42,719 --> 00:36:46,560
Speaker 1: in half two three to three or four minutes, right,

639
00:36:46,960 --> 00:36:50,440
Speaker 1: and so it's important that we manage this appropriately. The

640
00:36:50,560 --> 00:36:53,920
Speaker 1: similar medications are quick and what they do, they're taken

641
00:36:53,960 --> 00:36:56,680
Speaker 1: every day, they're in and out of the system, and

642
00:36:57,080 --> 00:36:59,879
Speaker 1: um people do find on them if that's what they need.

643
00:37:00,400 --> 00:37:04,279
Speaker 1: So stimilate medication examples would be riddalent um at all,

644
00:37:04,800 --> 00:37:10,359
Speaker 1: focal and dextrian violence eb GIL. There's a host of

645
00:37:10,440 --> 00:37:13,320
Speaker 1: stimulants out there. There's some that are actually being and

646
00:37:13,480 --> 00:37:16,600
Speaker 1: studied right now, and it takes about twenty years for

647
00:37:16,800 --> 00:37:21,920
Speaker 1: medication to go through proper valuations, studies and trials to

648
00:37:22,000 --> 00:37:24,799
Speaker 1: make sure that it's going to be a safe use

649
00:37:24,800 --> 00:37:29,560
Speaker 1: of management for UM the population. So these medications are

650
00:37:29,640 --> 00:37:32,239
Speaker 1: in any medication for that matter is study from these

651
00:37:32,280 --> 00:37:35,000
Speaker 1: twenty on average and twenty years, so it's very safe

652
00:37:35,120 --> 00:37:38,800
Speaker 1: if it's used propriately, properly. Then we have the nonsimilate class.

653
00:37:38,840 --> 00:37:42,399
Speaker 1: So the nonsimilate class is basically a class of medications

654
00:37:42,440 --> 00:37:45,879
Speaker 1: that are commonly used as kind of the secondary class UM.

655
00:37:46,080 --> 00:37:49,200
Speaker 1: These medications can also be used in conjunction with someone

656
00:37:49,200 --> 00:37:51,880
Speaker 1: who doesn't do very well with stimulance, or they may

657
00:37:51,920 --> 00:37:56,239
Speaker 1: have other disorders that the stimulants would actually you know,

658
00:37:56,320 --> 00:38:00,120
Speaker 1: impact how they functioned, or if they're taking other medications

659
00:38:00,160 --> 00:38:02,880
Speaker 1: that may interfere and have a drug for interaction with

660
00:38:02,880 --> 00:38:06,640
Speaker 1: the stimulants UM as well as you can usually sometimes

661
00:38:06,719 --> 00:38:09,359
Speaker 1: kids do well with combination treatment. So we may have

662
00:38:09,400 --> 00:38:11,879
Speaker 1: them on a stimulant and a non stimilant to make

663
00:38:11,880 --> 00:38:15,000
Speaker 1: sure that they're functioning throughout the entire day. So some

664
00:38:15,040 --> 00:38:17,480
Speaker 1: of asamas of the non stimmic medications with the stra

665
00:38:17,680 --> 00:38:23,320
Speaker 1: terra quantity or cap they um intunive. You know, these

666
00:38:23,440 --> 00:38:26,200
Speaker 1: um were differently in the brain than the stimulants. The

667
00:38:26,280 --> 00:38:29,080
Speaker 1: reason why stimulates are cost stimulates is not because they

668
00:38:29,120 --> 00:38:32,279
Speaker 1: stimulate people. The reason why they're cost stimulates is because

669
00:38:32,280 --> 00:38:35,600
Speaker 1: they stimulate certain chemicals to be released from the area

670
00:38:35,960 --> 00:38:38,520
Speaker 1: of the brain that's impacted by DH. So remember that

671
00:38:38,560 --> 00:38:40,640
Speaker 1: frontal lobe that was talking about where you could take

672
00:38:40,680 --> 00:38:42,360
Speaker 1: your hand and put it to your frontal kind of

673
00:38:42,360 --> 00:38:45,400
Speaker 1: your forehead. That's the area that is found to not

674
00:38:45,520 --> 00:38:50,399
Speaker 1: produce enough of certain chemicals like dopamine northa mafrin when

675
00:38:50,400 --> 00:38:52,600
Speaker 1: a person is a d h D. So what is

676
00:38:52,640 --> 00:38:54,800
Speaker 1: important about taking your medicine we have a d C

677
00:38:55,520 --> 00:38:58,160
Speaker 1: is that you must say your medicine every day because

678
00:38:58,200 --> 00:39:00,279
Speaker 1: you're not. Your brain is not making epail of what

679
00:39:00,400 --> 00:39:03,600
Speaker 1: it needs in order to have good focus the stainment.

680
00:39:04,080 --> 00:39:06,520
Speaker 1: So that's why I'm going to take your medicine every day.

681
00:39:06,680 --> 00:39:09,360
Speaker 1: And that's kind of the biological need of having a

682
00:39:09,440 --> 00:39:13,360
Speaker 1: medication on board, but not about about people don't respond

683
00:39:13,440 --> 00:39:16,080
Speaker 1: well to stimulants. So we have other type of managements

684
00:39:16,080 --> 00:39:18,520
Speaker 1: that may work. UM. We have ended the pressence that

685
00:39:18,560 --> 00:39:21,840
Speaker 1: may actually help with some type of impulse control. UM.

686
00:39:21,880 --> 00:39:24,840
Speaker 1: We actually and then that's medication. But we have a

687
00:39:24,920 --> 00:39:27,600
Speaker 1: d h D coaching, So I actually meet with patients

688
00:39:27,800 --> 00:39:30,520
Speaker 1: UM a part of my practice as well as my brand,

689
00:39:30,920 --> 00:39:35,360
Speaker 1: and we talk about time management skills, organizational skills. UM.

690
00:39:35,520 --> 00:39:38,960
Speaker 1: We actually talk about how their days of structure. UM.

691
00:39:39,000 --> 00:39:41,360
Speaker 1: I get an understanding with their day's life. You know,

692
00:39:41,440 --> 00:39:43,160
Speaker 1: usually have a d h D. You feel like you

693
00:39:43,200 --> 00:39:45,360
Speaker 1: don't have enough time, but there is enough time. You

694
00:39:45,400 --> 00:39:47,800
Speaker 1: just have to structure your day to where you see

695
00:39:47,840 --> 00:39:50,760
Speaker 1: that there's enough time. So there's a lot of visualization

696
00:39:51,080 --> 00:39:53,840
Speaker 1: to these appointments UM, because we use different parts of

697
00:39:53,840 --> 00:39:57,520
Speaker 1: our brains. Important to highlight that area. UM. There's also

698
00:39:57,640 --> 00:40:00,880
Speaker 1: kinds of behavioral therapy UM that is often used with

699
00:40:00,920 --> 00:40:02,960
Speaker 1: a d h D. As we stated, there can be

700
00:40:03,040 --> 00:40:05,160
Speaker 1: some new components to a d h D. So we

701
00:40:05,239 --> 00:40:07,399
Speaker 1: want to make sure that our anxiety is managed. If

702
00:40:07,400 --> 00:40:10,520
Speaker 1: we have like mild oppressive symptoms, that's managed Okay, our

703
00:40:10,520 --> 00:40:15,120
Speaker 1: frustration tolerance is you know, tolerated UM, so CBT or

704
00:40:15,239 --> 00:40:18,200
Speaker 1: cotton some type of degree of therapies are very helpful

705
00:40:18,680 --> 00:40:21,239
Speaker 1: and it's also important to individual family therapy. I mean

706
00:40:21,440 --> 00:40:24,799
Speaker 1: commonly that is not considered. But you know, if a

707
00:40:25,000 --> 00:40:27,200
Speaker 1: child is to have a d h D and there

708
00:40:27,239 --> 00:40:29,880
Speaker 1: to take medicine and the parent that's not you know,

709
00:40:30,080 --> 00:40:33,040
Speaker 1: sure they are sure. It's important for the family to

710
00:40:33,040 --> 00:40:36,000
Speaker 1: be educated so they can continue to understand how they

711
00:40:36,000 --> 00:40:38,880
Speaker 1: can best support their child or their friendly remember that

712
00:40:39,040 --> 00:40:40,440
Speaker 1: is living with a d h D because they d

713
00:40:40,520 --> 00:40:43,319
Speaker 1: h D isn't lifelong disorder. So you want to have

714
00:40:43,560 --> 00:40:46,040
Speaker 1: like an all star team around you. Is important to

715
00:40:46,040 --> 00:40:48,279
Speaker 1: have the teachers support. This is important to have your

716
00:40:48,320 --> 00:40:52,080
Speaker 1: family members, coaches, your relationship, you know, people that your

717
00:40:52,120 --> 00:40:54,680
Speaker 1: intership with, so you know, as long as you have

718
00:40:54,719 --> 00:40:57,120
Speaker 1: that support, people really can flourish when they have a

719
00:40:57,160 --> 00:41:00,600
Speaker 1: d h D. So I know, don't you're doing that.

720
00:41:00,800 --> 00:41:03,400
Speaker 1: Something that often comes up UM, like you mentioned a

721
00:41:03,480 --> 00:41:06,960
Speaker 1: little earlier, is like parents having concerns actually starting their

722
00:41:07,040 --> 00:41:10,480
Speaker 1: children on medication and lots of worries about that. What

723
00:41:10,680 --> 00:41:13,840
Speaker 1: kind of UM information would you like to offer for

724
00:41:13,920 --> 00:41:16,120
Speaker 1: parents who may be you know, afraid of starting their

725
00:41:16,200 --> 00:41:18,759
Speaker 1: children on medication. Well, you know, I always talked to

726
00:41:18,800 --> 00:41:21,399
Speaker 1: my parents. I'm meeting where they are, And I first

727
00:41:21,400 --> 00:41:23,480
Speaker 1: started by saying, you know, I would be concerned if

728
00:41:23,480 --> 00:41:27,440
Speaker 1: you were not concerned. You know, having having the childhood

729
00:41:27,440 --> 00:41:30,280
Speaker 1: diagnosed with a d D can be can be scary

730
00:41:30,320 --> 00:41:33,560
Speaker 1: for parents. Um, hearing that this could be a lifelong

731
00:41:33,560 --> 00:41:36,759
Speaker 1: disorder where potentially you know, their soner daughter is going

732
00:41:36,800 --> 00:41:39,520
Speaker 1: to be taking medication for the resternal life can actually

733
00:41:39,520 --> 00:41:42,960
Speaker 1: sound scary as well. UM, so it's important to get

734
00:41:42,960 --> 00:41:45,560
Speaker 1: it right. And so I started off by saying this,

735
00:41:45,680 --> 00:41:49,279
Speaker 1: and we're going to do the proper way to diagnose this.

736
00:41:49,360 --> 00:41:51,360
Speaker 1: We're going to make sure we follow a protocol to

737
00:41:51,440 --> 00:41:53,560
Speaker 1: make sure that this you know, your childhood a d

738
00:41:53,680 --> 00:41:56,399
Speaker 1: h D. And then let's start the conversation of how

739
00:41:56,480 --> 00:41:59,760
Speaker 1: this works. And so I often draw in my session.

740
00:42:00,040 --> 00:42:01,560
Speaker 1: I showed them the picture of the brain. I draw

741
00:42:01,600 --> 00:42:05,920
Speaker 1: the brain. I'm not a good draw anyway, join and

742
00:42:06,000 --> 00:42:08,560
Speaker 1: I actually, you know, set the tone by creating a

743
00:42:08,600 --> 00:42:11,560
Speaker 1: picture of what's happening in their child's brain, what happens

744
00:42:11,560 --> 00:42:13,560
Speaker 1: when they have an h D and it's not managed,

745
00:42:13,920 --> 00:42:16,080
Speaker 1: and then what happens when it starts management, and I

746
00:42:16,160 --> 00:42:18,600
Speaker 1: relate that to their functioning, and I relate that to

747
00:42:19,040 --> 00:42:22,279
Speaker 1: the areas of concerns that they're presented with, and if

748
00:42:22,280 --> 00:42:24,719
Speaker 1: we were to treat an D how those areas can

749
00:42:24,800 --> 00:42:29,200
Speaker 1: actually improve. So that's kind of how I start. I

750
00:42:29,239 --> 00:42:33,240
Speaker 1: don't enforce men, you know, treatment on anyone. I educate,

751
00:42:33,440 --> 00:42:37,279
Speaker 1: I promote, I encourage UM, but I want to make

752
00:42:37,320 --> 00:42:39,960
Speaker 1: sure that they make an informed decision. So that's what's

753
00:42:40,000 --> 00:42:43,040
Speaker 1: important that those parents are in the driver's seat. They're

754
00:42:43,080 --> 00:42:45,640
Speaker 1: gonna decide for their child based upon you know, my

755
00:42:45,640 --> 00:42:49,719
Speaker 1: clink experience, my professional experience, my personal experience that this

756
00:42:49,840 --> 00:42:52,439
Speaker 1: is a disorder that definitely needs to be managed if

757
00:42:52,480 --> 00:42:55,200
Speaker 1: it is there, but there's different ways to manage it.

758
00:42:55,640 --> 00:42:58,520
Speaker 1: And so you know, again it's a balance between meeting

759
00:42:58,680 --> 00:43:01,359
Speaker 1: the parents and the child way they are and then

760
00:43:01,440 --> 00:43:07,040
Speaker 1: providing professional and expertise UM that will actually promote their

761
00:43:07,120 --> 00:43:09,880
Speaker 1: child's well being to make sure that they're functioning optimally.

762
00:43:10,200 --> 00:43:12,800
Speaker 1: So we address the concerns that they have, the address

763
00:43:12,840 --> 00:43:14,799
Speaker 1: of pusts that they have, and then we kind of

764
00:43:14,840 --> 00:43:18,120
Speaker 1: go from there. So I know that you also just

765
00:43:18,239 --> 00:43:22,800
Speaker 1: released a book Dr Dawn um d H D Lifestyle

766
00:43:22,880 --> 00:43:25,279
Speaker 1: Series Volume one, So that leads me to believe that

767
00:43:25,280 --> 00:43:28,080
Speaker 1: there will be multiple volumes in this series. But I

768
00:43:28,080 --> 00:43:30,399
Speaker 1: am sure that this could be a good resource for

769
00:43:30,480 --> 00:43:32,359
Speaker 1: people who are struggling with this. So can you tell

770
00:43:32,440 --> 00:43:34,320
Speaker 1: us a little bit more about the book. I would

771
00:43:34,320 --> 00:43:37,320
Speaker 1: love to. Yes, I'm so excited. It's my first book

772
00:43:37,440 --> 00:43:40,360
Speaker 1: I dreamt of writing, you know, a book about a

773
00:43:40,480 --> 00:43:42,920
Speaker 1: d D for too long a time now, And so

774
00:43:43,040 --> 00:43:45,800
Speaker 1: this is the first volumele ones the ADC Lifestyle Series

775
00:43:45,880 --> 00:43:48,400
Speaker 1: Volume one Secrets from an m D with a d

776
00:43:48,520 --> 00:43:51,680
Speaker 1: h D. And in volume one I discussed building balanced

777
00:43:51,680 --> 00:43:56,120
Speaker 1: mills and exercise routines for children. Now as psychiaddress again,

778
00:43:56,239 --> 00:43:59,080
Speaker 1: you know, my main management in my office is medigation

779
00:43:59,160 --> 00:44:02,440
Speaker 1: management UM as well as a d C coaching. But

780
00:44:02,960 --> 00:44:06,440
Speaker 1: I am a holistic provider outside of the office, and

781
00:44:06,480 --> 00:44:09,120
Speaker 1: so in my personal brand this is what I do.

782
00:44:09,400 --> 00:44:12,600
Speaker 1: I talk about other forms of management that are just

783
00:44:12,800 --> 00:44:16,880
Speaker 1: as important as medication management. So we're talking about balanced meals.

784
00:44:17,280 --> 00:44:19,880
Speaker 1: You want to make sure that the best fuel source

785
00:44:19,920 --> 00:44:23,600
Speaker 1: for the brain is basically given to your child, especially

786
00:44:23,640 --> 00:44:25,880
Speaker 1: they have a d h D. So, for example, if

787
00:44:25,880 --> 00:44:27,680
Speaker 1: you want to get my book, you're more than welcome

788
00:44:27,719 --> 00:44:29,960
Speaker 1: to go get my book. It's that by Dr Dawn's

789
00:44:29,960 --> 00:44:34,239
Speaker 1: book dot com UM. But in that protein, protein is

790
00:44:34,280 --> 00:44:36,600
Speaker 1: the best fuel source for the brain. It's the brain

791
00:44:36,760 --> 00:44:39,720
Speaker 1: is able to break down protein. When you eat protein,

792
00:44:39,800 --> 00:44:43,759
Speaker 1: you get fuel full faster. Usually I give you a

793
00:44:43,800 --> 00:44:46,120
Speaker 1: little tiffit here. When a child is a d h

794
00:44:46,200 --> 00:44:49,319
Speaker 1: D and they're on their medication management, sometimes it's hard

795
00:44:49,360 --> 00:44:51,719
Speaker 1: for them to eat or they may have appetite suppression.

796
00:44:52,200 --> 00:44:55,760
Speaker 1: So I may actually suggest, hey, give your child protein

797
00:44:55,800 --> 00:44:59,440
Speaker 1: stack around three thirty four o'clock in the afternoon. This

798
00:44:59,480 --> 00:45:02,000
Speaker 1: is usually they're outside of school or during the summer day,

799
00:45:02,040 --> 00:45:05,000
Speaker 1: may be, you know, outside from their summer program, and

800
00:45:05,040 --> 00:45:08,359
Speaker 1: you will find that their focus actually improves after they

801
00:45:08,360 --> 00:45:10,920
Speaker 1: have this protein snack while the medicine is kind of

802
00:45:10,960 --> 00:45:14,920
Speaker 1: glowing out of their systems. So food supplements UM are

803
00:45:15,080 --> 00:45:19,160
Speaker 1: very resourceful. Minerals, vitamins are very key to make sure

804
00:45:19,200 --> 00:45:21,319
Speaker 1: that their brain is getting what it needs in order

805
00:45:21,360 --> 00:45:24,240
Speaker 1: to function as best. So there's a lot of chapters

806
00:45:24,280 --> 00:45:27,360
Speaker 1: on that, and then we talk also about exercise for

807
00:45:27,520 --> 00:45:31,040
Speaker 1: change for children. My favorite is proiety. It teaches discipline,

808
00:45:31,400 --> 00:45:34,760
Speaker 1: it teaches UM. It allows you to the childhood focus

809
00:45:35,040 --> 00:45:40,120
Speaker 1: on UM. You know, basically accomplishing certain goals. Um. So

810
00:45:40,200 --> 00:45:43,799
Speaker 1: it's a reward system with color belt accomplishments and build

811
00:45:43,880 --> 00:45:47,279
Speaker 1: confidence of esteem. It builds friendships as they focus on

812
00:45:47,320 --> 00:45:50,160
Speaker 1: why they're there. I love comriety for a person who

813
00:45:50,200 --> 00:45:51,759
Speaker 1: has a d h D and used just at the

814
00:45:51,800 --> 00:45:54,759
Speaker 1: end of the day. So it's it's best used whereafter

815
00:45:54,840 --> 00:45:57,440
Speaker 1: they're done with their workout, they can go to sleep easier.

816
00:46:00,200 --> 00:46:02,520
Speaker 1: So yeah, so you know, I I highlight some of

817
00:46:02,520 --> 00:46:06,120
Speaker 1: those key areas outside of medicine that are just as

818
00:46:06,120 --> 00:46:08,680
Speaker 1: equally as important to help manage your child's a d

819
00:46:08,719 --> 00:46:12,200
Speaker 1: h D. So, besides your book, Dr Dawn, what other

820
00:46:12,800 --> 00:46:15,319
Speaker 1: resources might you suggest for people who are wanting to

821
00:46:15,360 --> 00:46:18,000
Speaker 1: maybe read more about a d h D or figure

822
00:46:18,040 --> 00:46:20,319
Speaker 1: some of this out for their kids. Sure. I have

823
00:46:20,440 --> 00:46:24,440
Speaker 1: an online TV show. Um it's basically based off of Facebook.

824
00:46:24,920 --> 00:46:27,600
Speaker 1: Um it's basically you go to Doctor dawns Liken D.

825
00:46:27,920 --> 00:46:31,520
Speaker 1: I actually feature at least once a week, um, something

826
00:46:31,600 --> 00:46:33,879
Speaker 1: in the area of a d h D and other

827
00:46:33,920 --> 00:46:37,239
Speaker 1: mentalk disorders. UM. I also have an upcoming podcast that

828
00:46:37,239 --> 00:46:40,719
Speaker 1: I'm featuring next month. So um it's actually catered to

829
00:46:40,800 --> 00:46:44,640
Speaker 1: supermom So super moms and my this definition is to

830
00:46:44,719 --> 00:46:47,360
Speaker 1: find as those mothers who parent children a d h D.

831
00:46:47,560 --> 00:46:50,200
Speaker 1: They're my super moms. They have alls our kids, and

832
00:46:50,280 --> 00:46:54,279
Speaker 1: we basically talk about we start by talking about them. UM. So,

833
00:46:54,320 --> 00:46:58,120
Speaker 1: I've done webinars, have done UM challenges on my my

834
00:46:58,200 --> 00:47:02,399
Speaker 1: Facebook lives where I address moms. It's all about moms

835
00:47:02,440 --> 00:47:05,680
Speaker 1: and moms. This is where we talk about the struggle

836
00:47:05,760 --> 00:47:08,279
Speaker 1: of you feeling that you're being judged, You feel like

837
00:47:08,320 --> 00:47:11,400
Speaker 1: a failure as a parent, You blame yourself, you know.

838
00:47:11,520 --> 00:47:14,040
Speaker 1: We kind of talk about that, what that looks like,

839
00:47:14,120 --> 00:47:16,680
Speaker 1: how you can overcome that so that you can open

840
00:47:16,719 --> 00:47:20,360
Speaker 1: the door to you know, helping your child. UM basically

841
00:47:20,480 --> 00:47:23,680
Speaker 1: champion during d h d um so we talked about

842
00:47:23,680 --> 00:47:25,840
Speaker 1: what a dh D is. You know. Some of the

843
00:47:25,840 --> 00:47:28,480
Speaker 1: things we talked about today, the um joy UM, how

844
00:47:28,760 --> 00:47:31,640
Speaker 1: you can get diagnosed, What key players should be a

845
00:47:31,680 --> 00:47:34,359
Speaker 1: part of your child's all star team of what home

846
00:47:34,480 --> 00:47:38,239
Speaker 1: routines are important, What school essentials are important to make

847
00:47:38,239 --> 00:47:41,640
Speaker 1: sure that the child's deceeeding, What sleep hygienes or life

848
00:47:41,760 --> 00:47:45,120
Speaker 1: appetite hygiene. We really talk about the lifestyle of a

849
00:47:45,239 --> 00:47:47,720
Speaker 1: child who is a d h D. UM I refer

850
00:47:47,880 --> 00:47:52,120
Speaker 1: to different websites um that are found that are very resourceful.

851
00:47:52,560 --> 00:47:56,040
Speaker 1: Um chat dot or is a recourse resourceful at website?

852
00:47:56,440 --> 00:47:59,759
Speaker 1: Ad to do with a d D two magazine on

853
00:48:00,040 --> 00:48:03,799
Speaker 1: nice resourceful website. Um, my website that be going. It's

854
00:48:03,840 --> 00:48:05,680
Speaker 1: like m D I have a blow up un there

855
00:48:06,160 --> 00:48:08,440
Speaker 1: and I talked about nothing but a d D. So

856
00:48:08,800 --> 00:48:11,200
Speaker 1: there are a lot of resourceful websites out there where

857
00:48:11,239 --> 00:48:13,799
Speaker 1: parents can learn. And I understand that it can be

858
00:48:13,880 --> 00:48:17,480
Speaker 1: very confusing and complex because there are also information out

859
00:48:17,520 --> 00:48:20,640
Speaker 1: there that is not necessarily evidence space. So you want

860
00:48:20,680 --> 00:48:23,920
Speaker 1: to make sure that you actually talk to your doctor. Um,

861
00:48:23,960 --> 00:48:26,840
Speaker 1: when you talked to a mental professional who can guide

862
00:48:26,840 --> 00:48:31,759
Speaker 1: you to the right resources that can actually give understanding

863
00:48:31,880 --> 00:48:34,000
Speaker 1: or answers to the concerts that you have or regard

864
00:48:34,040 --> 00:48:37,240
Speaker 1: c A d h D So dr down. You already

865
00:48:37,239 --> 00:48:40,879
Speaker 1: told us your website is Dr Dawn psych md dot com.

866
00:48:40,920 --> 00:48:43,040
Speaker 1: Are there any social media handles that you want to

867
00:48:43,080 --> 00:48:45,919
Speaker 1: share where people can find you online? Yes, Um, it's

868
00:48:46,120 --> 00:48:49,799
Speaker 1: Dr Dawn so c R D A W N P

869
00:48:50,200 --> 00:48:53,880
Speaker 1: S Y c H M D and that that's my

870
00:48:53,960 --> 00:48:58,000
Speaker 1: name on my on my social media platform. So that's Facebook. Um,

871
00:48:58,080 --> 00:49:04,279
Speaker 1: it's YouTube, it's like roun Twitter, linked in, pinterests UM,

872
00:49:04,440 --> 00:49:07,799
Speaker 1: so I'm on all social media as UM platforms as

873
00:49:07,880 --> 00:49:11,000
Speaker 1: that name Dr Dawn's like m D perfect and all

874
00:49:11,000 --> 00:49:12,560
Speaker 1: of that will be included in the show notes so

875
00:49:12,600 --> 00:49:15,680
Speaker 1: people can find that really easily. Well, thank you so

876
00:49:15,760 --> 00:49:18,040
Speaker 1: much for sharing all of your expertise with us today,

877
00:49:18,120 --> 00:49:21,239
Speaker 1: Dr Dawn, I really appreciate it. You're welcome, and thank

878
00:49:21,280 --> 00:49:24,239
Speaker 1: you for having me. Dr Joy, I really appreciate UM

879
00:49:24,400 --> 00:49:27,719
Speaker 1: you are allowing me to come on your podcast and

880
00:49:28,040 --> 00:49:31,239
Speaker 1: basically just promote the education, awareness and a d h D.

881
00:49:32,080 --> 00:49:35,400
Speaker 1: Hopefully if we dispel some mints today and as well

882
00:49:35,440 --> 00:49:38,400
Speaker 1: as encouraged individuals out there, whether they be young or old,

883
00:49:38,800 --> 00:49:41,360
Speaker 1: that if they are concerned of having this what I

884
00:49:41,520 --> 00:49:44,840
Speaker 1: call superability UM, that they can actually seek help with

885
00:49:44,920 --> 00:49:47,759
Speaker 1: the mental professional and kind of go from there. So,

886
00:49:48,080 --> 00:49:52,160
Speaker 1: thank you so much for this opportunity. Thank you. I'm

887
00:49:52,160 --> 00:49:54,560
Speaker 1: so grateful that Dr Dawn was able to share her

888
00:49:54,600 --> 00:49:57,960
Speaker 1: expertise with us today. Be sure to check out the

889
00:49:57,960 --> 00:50:01,440
Speaker 1: show notes to get more information about her practice, her book,

890
00:50:01,960 --> 00:50:05,399
Speaker 1: and the resources that she suggested. You can find them

891
00:50:05,440 --> 00:50:08,480
Speaker 1: at Therapy for Black Girls dot com slash Session sixty

892
00:50:08,640 --> 00:50:11,840
Speaker 1: six if you're looking for a therapist in your area,

893
00:50:12,400 --> 00:50:15,200
Speaker 1: make sure to visit the directory at Therapy for Black

894
00:50:15,239 --> 00:50:19,120
Speaker 1: Girls dot com slash directory. And if you want to

895
00:50:19,160 --> 00:50:22,440
Speaker 1: continue this conversation and join a community of other sisters

896
00:50:22,480 --> 00:50:25,480
Speaker 1: who listen to the podcast, please join us over in

897
00:50:25,560 --> 00:50:28,920
Speaker 1: the thrive tribe at Therapy for Black Girls dot com

898
00:50:28,960 --> 00:50:32,319
Speaker 1: slash tribe. Make sure you answer the three questions that

899
00:50:32,360 --> 00:50:35,759
Speaker 1: are asked to gain entry. Thank y'all so much for

900
00:50:35,840 --> 00:50:38,279
Speaker 1: joining me again this week, and I look forward to

901
00:50:38,320 --> 00:50:41,839
Speaker 1: continue in this conversation with you all real soon. Take

902
00:50:41,880 --> 00:51:16,720
Speaker 1: good care, par actor fi oftor par at p oft

903
00:51:21,400 --> 00:51:25,920
Speaker 1: oftor c