ADHD In Women

ADHD In Women
Signs and Symptoms

Forget your keys again? Was it your turn to pick the kids up? Did you find yourself spacing out while the boss was talking to you and you’re way behind on that project? You are not alone . . .

More than 4 million American women have ADHD and don’t know it, says Patricia Quinn, M.D., a developmental pediatrician and co-founder and director of the National Center for Girls and Women with ADHD in Washington D.C.

So why are people in the dark about ADHD in women, a brain disorder that can make them more distractible, inattentive or impulsive?

“Women are very good at compensating, coping, staying up late and working very hard. They really suffer silently,” says Dr. Quinn.

In fact, most women don’t find out they have ADHD until 38, about the same time their children are diagnosed. “They usually get diagnosed when the [stresses in their lives] outweigh their ability to compensate,” Dr. Quinn adds. There’s good news, though: It’s controllable through a combination of behavioral therapies and medication, she says.

How do you know you have ADHD?
Many times it is normal to forget your keys but when you never can find your keys, that’s the problem, says Quinn.

Businesswoman makes a gestuer while on the phone. -- eg: annoyed, frustrated, forgetful, mistakeHow else do you know if you have ADHD?
The basic adult ADHD symptoms are the same for men and women: inattentiveness, impulsivity and hyperactivity. You have to have them for at least six months.

They’re usually pervasive and affect you throughout the day. We also look for family history.

Does ADHD in women show up the same way it does in men?
Women and girls with ADHD are more likely to internalize symptoms and become anxious. Symptoms most often reported by women are dysphoria [unhappiness], inattention, organization problems and impulsive behaviors.

By contrast, men report more problems with conduct, learning and attention, greater stress intolerance and poor social skills.

The hyperactivity component in women may be very different from that in boys and men.

For men, it tends to be external motor activity; for girls, it’s more fidgeting and twirling their hair. With females, [you see more] hyper-talkativeness. They’re out of control emotionally.

Why does ADHD in women manifest different symptoms?
Women have fluctuating estrogen levels. As they head into menopause in their early 40s, we see estrogen levels start to go down. This affects neurotransmitters [chemicals that transmit signals between nerve cells and other cells] in the brain, such as dopamine, serotonin and noradrenaline.

Lower estrogen [means] lower dopamine, [which affects reasoning and concentration], making ADHD symptoms worse. If you lower serotonin, you’re going to get depressed and if you raise noradrenaline levels, you’re going to get very agitated.

This is often why a woman will seek help for ADHD for the first time in her late 30s, 40s and early 50s.

What’s ADHD often misdiagnosed as?
People think you’re not very smart. When I diagnose women with ADHD, they often say, “Oh, that’s it – I’m not stupid.” A lot of women get labeled incorrectly as depressed, she continues.

Are women with ADHD more likely to have depression or anxiety?
Women with ADHD are five times more likely to be depressed. People see the depression and treat it, but they don’t get any better.

A lot of women diagnosed with depression really have ADHD. If we diagnose and treat the ADHD, the anxiety and depression go away in about 60% of the cases.

Is it possible to treat ADHD with only behavior modification?
It depends on the person’s problems. In some studies, behavior management has worked very well.

But a lot of parents have ADHD and it’s very hard for them to effectively conduct a behavioral program for their kids.

Medications improve ADHD’s core symptoms – inattention, distractibility, impulsivity and hyperactivity – but they don’t teach you new skills.1

So while you’re able to pay attention long enough to clean your room, you still may not know how to clean your room and get organized. I still may need to teach you those organizational skills. Play Attention was developed to deal with these kinds of difficulties in the executive functioning areas of the brain through the development of cognitive skill sets. To learn more, peruse our website and check out our cognitive games: http://www.playattention.com/play-attention-cognitive-games/. ou may learn more about Play Attention at one of our upcoming Speed Webinars: http://www.playattention.com/speed-webinar/

It is important to know that symptoms of ADHD can present very, very differently from person to person, even from woman to woman and across a woman’s lifespan. Understanding this can help. If you are concerned that you may have ADHD, talk with your doctor – even better if you can find a doctor who is experienced in assessing and treating ADHD in women and is knowledgeable about the way hormonal fluctuations and estrogen can affect symptoms.2

RESOURCES:

1   http://www.lifescript.com/health/centers/adhd/tips/doctor-recommended_tips_for_women_with_adhd.aspx

2   http://totallyadd.com/common-adhd-symptoms-in-women/

http://www.playattention.com/play-attention-cognitive-games/

http://www.playattention.com/speed-webinar/

ADHD: Sports Safety Tips for your Child

ADHD: Sports Safety Tips for your Child
Choosing the Right Sport for Your Child with ADHD

A parent needs to consider her child’s interests, abilities, temperament, and ADHD symptoms when deciding on a sport to avoid unnecessary accidents and unwanted injuries.

Some children with ADHD do better with individualized sports such as swimming, diving, martial arts, or tennis. Individual sports offer structure while being active and engaging. Many of these sports also involve social interaction.

Team sports like basketball and football require a lot of physical contact and attention, which may challenge some children with ADHD: a player needs to think about zones, placement of individual players, strategy and more—and that can be unsettling or confusing. These types of distractions often lead to sports accidents and injuries such as Traumatic Brain Syndrome or (TBI).Kids_Soccer_SM_1

Although some sports may be more challenging and unsuitable for the child with ADHD, the benefits out way the risks and when approached correctly, will help your child have success in the sports they participate in.

Sports participation may actually improve emotional wellbeing in ADHD children, according to emerging research. A 2009 study published in the Journal of Attention Disorders found that boys and girls with ADHD who participated in sports had fewer symptoms of depression and anxiety. Furthermore, children with ADHD who took part in three or more sports over the previous year had significantly fewer symptoms of depression and anxiety than kids with ADHD who participated in fewer sports.

Talk with the Coach

To promote a child’s success in sports, a parent should respectfully educate the coach about attention deficit hyperactivity disorder. Give a brief overview of ADHD symptoms, and explain how the disorder affects your child’s moods and behavior. The right coach for your youngster will be patient and willing to give individualized attention. 1

  • Go one-on-one. ADHD kids get lost in group directions. But they do well in one-on-one coaching situations. Ask the coach to talk to your child individually to explain instructions.
  • Do a double-check. Suggest that the coach ask your child privately if she understood directions, asking her to repeat what she heard. This goes a long way toward avoiding communication breakdowns. If a child appears to be disengaged or confused, the coach should try to find out where the breakdown occurred so the problem can be corrected with further explanation.
  • Win – and lose – as a team. Many children have a hard time with losing. The coach should make sure that the players know that winning or losing is a team responsibility. A player should not be held at fault, even if he missed the last shot or made the last strikeout. It is the coach’s job to instill and demonstrate sportsmanship values for all players, beginning with the first practice. Support, encouragement, and respect for all players should be a top priority.
  • Move players around. The coach should rotate positions so that everyone on the team has an opportunity to be in active positions. This will help your child – and the other players – to use excess energy well and possibly to learn a new skill.
  • Manage excitement. Children with ADHD often get caught up in the action of the game, forgetting about strategy and teamwork. Awareness of this will help the coach help your child focus.
  • Keep ’em busy. Your child should have a job to do while waiting on the bench or during downtimes: assisting scorekeepers, keeping equipment in order, anything that will hold her interest.
  • Let ’em rest. The coach should devise a take-a-break plan with your child. Breaks offer respite to children who become overwhelmed.
  • Think young. Children with ADHD are often socially and emotionally younger than their age. If they play with children a year or two younger, they may have more fun.
  • Think positive. Ask the coach to assess your child’s strengths and emphasize them in practice and play. For example, if your child’s soccer coach sees that she is doggedly determined to block the ball, he might make her the goalie.

A good coach will consider it a gift when you inform her of your child’s special needs. Coaches have the opportunity to make a huge impact on students’ lives. They can help each player feel like an important member of the team – each with his own talents that help the team as a whole.2

Many of a child’s ADHD symptoms and behavior are caused by difficulties in the executive functioning areas of the brain. Play Attention was developed to deal with these kinds of difficulties in the executive functioning areas of the brain through the development of cognitive skill sets. To learn more, peruse our website and check out our cognitive games: http://www.playattention.com/play-attention-cognitive-games/.

RESOURCES

1   http://www.healthcommunities.com/adhd/children/sports-and-children-with-adhd_bht.shtml

2   http://www.additudemag.com/adhd/article/855.html

http://www.playattention.com/play-attention-cognitive-games/

 

It’s All in Your Mind

It’s All in Your Mind
The link between traumatic brain injury (TBI) and ADHD

In the process of preparing our children for the upcoming school year, a major component of school is overlooked – sports and the safety issues and risks that go with it.

One of the main risks for children playing sports is traumatic brain injury (TBI). TBI can occur by playing sports without proper safety equipment.

New research indicates that TBI may not only be a precursor to ADHD, but more interestingly enough, that ADHD may be an integral part of TBI. Experts have previously suggested that TBI could result in psycho-neurological changes that increase the chances of ADHD developing. Others have hypothesized that having ADHD could increase an individual’s risk of falling or having an accident that could cause a TBI.1

Geometry of the Soul series two. Composition of human profile and abstract elements on the subject of spirituality, science, creativity and human mind

In a study conducted by lead author Marsh Konigs, of VU University Amsterdam in The Netherlands, results showed not just lapses of attention in children with TBI but also that these lapses are related to intelligence and attention problems. His team compared 113 kids, ages six to 13, who had suffered a traumatic brain injury, and 53 kids who suffered a non-head injury.

An average of one and a half years after the injury, parents and teachers rated attention problems and internalizing problems like anxiety higher for kids with TBI. Parents also rated externalizing problems, like aggression, higher for the kids with TBI..

For more than 15 years now, researchers have known that “secondary attention deficit hyperactivity disorder” can develop after brain injury in children, according to Dr. Bradley L. Schlaggar, head of the Division of Pediatric and Developmental Neurology at Washington University School of Medicine in St. Louis, Missouri. Schlaggar was not part of the new study.

“The kinds of daily life problems caused by attention deficits, internalizing behaviors, and externalizing behaviors are numerous and fairly self-evident,” he told Reuters Health by email. “An impulsive child who is aggressive will have difficulty with relationships, with school performance, with participation in extracurricular activities, and so forth.”2

“This is not surprising because some of the most persistent consequences of TBI include ADHD-like symptoms, such as memory and attention impairment, deficits in executive functions such as planning and organization, processing consonants and vowels and impulsive behavior,” says lead author Dr. Gabriela Ilie, a post-doctoral fellow at St. Michael’s Hospital in Toronto, Canada.3

Play Attention was developed to deal with these kinds of difficulties in the executive functioning areas of the brain through the development of cognitive skill sets. To learn more, peruse our website and check out our cognitive games: http://www.playattention.com/play-attention-cognitive-games/. Play Attention integrates feedback technology with cognitive skill training and behavior shaping. You may learn more about Play Attention at one of our upcoming Speed Webinars, http://www.playattention.com/speed-webinar/

On the flip side of the coin, another recent study of Canadian adults has found links between traumatic brain injury and a history of attention-deficit hyperactivity disorder.

“These new data suggest a significant association between ADHD [attention-deficit hyperactivity disorder] and TBI [traumatic brain injury],” says co-principal investigator Dr. Robert Mann. “We see that adults with TBI are more than twice as likely than those without to report symptoms of ADHD.”

To investigate this potential relationship, the researchers examined the responses of 3,993 adults aged 18 and above participating in the Centre for Addiction and Mental Health’s (CAMH) Monitor – a continuous survey assessing the physical health, mental health and substance use of adults in Ontario.

The researchers found that among participants with a history of TBI, 5.9% said that they had previously been diagnosed with ADHD at some point during their life. An additional 6.6% went on to screen positive for ADHD on the Adult ADHD Self-Report Scale during their phone interviews.

“There is only so much parents can do to minimize risk of an injury but monitoring their child’s risk-taking behavior, modeling and teaching skills that reduce risk of an injury, using protective gear or devices, supervision, and monitoring of organized activities or sports for aggressive or risky coaching or competition are all helpful,” said Talin Babikian of the UCLA BrainSPORT Program in Los Angeles, California, who was not part of the new study.4

RESOURCES:

1 http://www.reuters.com/article/2015/08/03/us-health-adhd-brain-trauma-idUSKCN0Q81KP20150803

2   Abstract – Pediatrics, online August 3, 2015: http://pediatrics.aappublications.org/content/early/2015/07/28/peds.2015-0437.abstract

3   http://www.medicalnewstoday.com/articles/298478.php

4   http://www.reuters.com/article/2015/08/03/us-health-adhd-brain-trauma-idUSKCN0Q81KP20150803

http://www.playattention.com/play-attention-cognitive-games/

http://www.playattention.com/speed-webinar/

ADHD: The Correlation between Self-Image and Academic Performance

ADHD: The Correlation between Self-Image and Academic Performance
Is poor self-image affecting your ADHD child’s academic performance?

With the hustle and bustle of getting ready for back to school; filling those backpacks with school supplies, buying new clothes, making lunches, scheduling necessary pickups and drop-offs, we often forget the emotional feelings our ADHD child experiences when beginning the new school year. Poor self-image and negative feelings of poor self-esteem affect our child’s ability to perform up to grade level and vice versa: poor academic performance can also affect our child’s self-image.

Self-image is how you perceive yourself. It is a number of self-impressions that have built up over time: What are your hopes and dreams? What do you think and feel? What have you done throughout your life and what did you want to do? These self-images can be very positive, giving a person confidence in their thoughts and actions, or negative, making a person doubtful of their capabilities and ideas.

Portrait of a sad hispanic girl isolated on whiteSome believe that a person’s self-image is defined by events that affect him or her (doing well or not in school, work, or relationships.) Others believe that a person’s self-image can help shape those events. There is probably some truth to both schools of thought: failing at something can certainly cause one to feel bad about oneself, just as feeling good about oneself can lead to better performance on a project. 1

Studies show that there is definitely a correlation between ADHD and peer relationships, academic performance, and self-image.

One such study examined relationships between symptoms of ADHD, peer relations, academic performance, and self-image among university-level students. Eighty-three students at a private, Midwestern, comprehensive university participated in the study. None indicated that they had been previously diagnosed with ADHD or were currently receiving any form of ADHD treatment. The students were administered an adapted version of the General Adult ADD Symptom Checklist (Amen, 1995). Particular variables of interest included perceptions of peer relations, academic performance, and self-image. The results showed that 5% of students surveyed met the operational definition criteria for ADHD symptoms. Significant correlations were found with poor peer relations, less satisfactory academic performance, and poor self-image.2

To feel good about themselves, children need two things: the sense that they’re successful, both socially and academically, and unconditional love from their parents. If either ingredient is missing, a child will have a hard time developing a sense of self-image.

A child might reveal his unhappiness by saying, “I hate my life” or “No one likes me” or “I’m just dumb.”

Does your child say or do things that suggest that he feels he isn’t “good enough” or is unworthy of love? Do her words or behavior suggest that she feels like a failure at school? That her peers aren’t especially fond of her, or that she is otherwise unsuccessful socially?3

Tips for Building Self-Image:

Focus on the steps within a task, not just the end product

  • Break a large task down into small, manageable chunks
  • Introduce frequent, short breaks that coincide with the end of the child’s concentration span
  • Provide encouragement at the end of each chunk of work, building their confidence in being able to complete the overall task

Show faith in the child’s abilities

  • Where possible, choose and tailor tasks to match what they are good at and build on their strengths
  • Keep praising good actions. Children with ADHD can find it hard to accept compliments
  • Raise the child’s own expectations about what they can realistically achieve:

— They may stop trying if they encounter obstacles and need extra encouragement
— If the adults around them have low expectations of what they can achieve, the child will too.

Put mistakes into perspective

  • Keep setting clear boundaries about what is acceptable, and help the child to understand that everyone makes mistakes
  • Recognize that children with ADHD may seem to:

— Take a long time to learn from their mistakes
— Make the same mistake repeatedly.

  • A lot of patience may be needed, as this may be a long journey for the child
  • Help the child to see smaller mistakes in the context of bigger achievements

— For example, when correcting punctuation in a piece of work, praise their handwriting/ideas/story.4

Doing well in school, performing at your academic peak will no doubt increase your ADHD child’s self-image. Using Play Attention’s Academic Bridge is a great way for you and your child to know when they are truly paying attention and performing at their academic peak. Academic Bridge will monitor attention and let the student know when they have lost focus. Through consistent and repetitive training, your student will be able to pay attention for longer and longer periods of time.5

The Play Attention family hopes you have a successful school year! If you would like more information how Play Attention can help improve the cognitive skills necessary for classroom success, call 800‐788‐6786. Or register for an upcoming webinar.6

 

RESOURCES

1   http://www.mtstcil.org/skills/image-1.html

2   http://www.shsu.edu/~piic/summer2007/wantz.htm

3   http://www.additudemag.com/adhd/article/1465.html

4   http://www.adhdtogether.com/sites/default/files/Ideas-help-build-self-esteem_COA.pdf

5   http://www.playattention.com/solution/academics/

6   www.playattention.com/speed-webinar/

 

Back to School eBook and Contest!

Get your Play Attention ‘Back to School eBook’ for FREE!

It’s filled with valuable tips on creating a successful school yearCover_2
for your student with ADHD

Table of Contents

Meet the Teacher
Good Mornings
Starting Right: A Healthy Breakfast
Healthy School Lunches
Homework Center
Starting Play Attention Now
Test Taking Tips
504/IEP So many Questions, So Little Time…
Calendars and Lists
Set Up Routines
Social Skills & ADHD
Forming Friendships

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Play Attention family hopes you have a successful school year.
Remember to call us 800 788 6786 or
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ADHD: Home Work!

ADHD: Home Work!
Make homework time a success…

Does this scenario sound familiar? “We spend hours on homework every night with my daughter. This is so frustrating for the entire family and really makes our evenings miserable. She just doesn’t seem to be able to get anything done without me or my husband standing over her and constantly redirecting her.”

-Norah, Mother wanting to reclaim her nights

Homework time is a huge challenge for a lot of families. One of the biggest frustrations is that the child is bright and CAN do the work, it’s just the process that is difficult.  They cannot seem to start the homework in a timely manner and stay on task until completion.  This often results in 15 minutes of homework taking 2 hours and a fight!child and the school set, ready for school

You can definitely take some steps to help with this process and reclaim your nights!
Set up a special Homework Center:

Do you send your child to their room to do homework?  Is the room so full of distractions that it is impossible for the child to stay on task?  Is your child constantly wasting time before homework because he/she cannot find the materials needed?

Your solution: Create a special homework center with your child and eliminate the distractions and wasted time.  The more you get your child involved in this process the more special the area becomes to your child!

  1. Find an area that is conducive to doing homework.  It should not be in the center of the home where there are lots of visual and auditory distractions.  To get your child involved in the decision making process pick out 3 areas and let the child choose which area he/she would like the best.
  1. Make a list.  Sit down with your child and make a list of all of the items needed in the homework center.  Items may include pens, pencils, lined paper, an in-box for homework assignments, an out-box for completed assignments, calculator, bookshelf, scissors, trashcan etc.  If you plan wisely there should be no more, “but mom I can’t find…”.
  1. Make certain you have a clean workspace with a comfortable chair.  You may choose to include a bean bag so he/she can be nice and comfy when reading.  You may want to include a chair for yourself so you will have a spot when reviewing the homework.
  1. Have a timer.  Timers are a great way to teach time management.  Include a timer in the homework area so you can set up time limits for different assignments.
  1. Post a bulletin board so you can post good grades, personal goals, or a reward board.

Play Attention offers an excellent  Academic Bridge game that can be used during homework.  Academic Bridge will allow you and your child to monitor his/her attention during homework time. Sheer Genius (the program character adapted from Albert Einstein, (whom also had ADHD)), will give the child constant feedback as to when he/she is paying attention and when he/she is not.  You will no longer have to redirect your child. This game will actually teach your child how to start and complete homework with full attention and in a timely manner.

Taking the time now to create a special homework center with your child can save you a lot of time and energy in the end.  And it may just make homework time a little more enjoyable!

Academic Bridge: http://www.playattention.com/solution/academics/

Good Mornings!

Good Mornings!
Goodbye to the lazy days of summer. Hello morning madness!

With the start of school comes that morning hustle. You are trying to get yourself to work, lunches packed, homework signed, and kids out the door all in a timely manner.

This can cause a bit of stress in any home. A harried morning can really affect the rest of your day. Be certain that you take some steps to organize yourself, your children, and your spouse. Create a morning that is truly a good morning!

Three days before school starts: Kids_Walking_School_SM

Ornate  During the summer months we tend to be less strict on bedtimes, mainly because mornings are much more relaxed and schedules are looser. You may want to consider starting the school bedtime/wake up routine a few days before school actually starts. Especially if your little one is hard to get out of bed. You may also want to set an alarm to start that routine. Even if you set the alarm for 9 am, you’ll start establishing the routine of your child getting up with an alarm.

Ornate   To take it one step further, once up have your child eat breakfast and dress for the day. This will help establish the routine before the big day.

The night before:

Ornate   Everyone lays out his or her clothes for the next day.

Ornate    Set the breakfast table so children can have easy access to everything they will need for breakfast.

Ornate    Make certain backpacks are packed with homework and all permission slips etc., are signed.

Ornate    Pack lunches.

Organization:

Ornate    Have a checklist for the morning routine for children to follow. Children can check off each step as it is completed.

Ornate    Have specific places for items. For example, make certain to put your car keys on a rack, jacket in closet and purse on the table by the door. Be consistent. This will help you avoid looking for lost items in the morning.

Teach your child the focus and behavioral techniques necessary for learning and increase their academic performance. Play Attention integrates feedback technology with cognitive skill training and behavior shaping. You may learn more about Play Attention at one of our upcoming Speed Webinars. At the webinar you can learn how Play Attention can help your child develop coping skills that will last a lifetime.

Ornate   Speed Webinars: http://www.playattention.com/speed-webinar/

Meet the teacher

Meet the teacher

Your child is nervous about the first day of school. It’s normal and natural. We all want to establish a good relationship right from day one.

It’s important that both you and your child have a positive relationship with the teacher. It’s a good idea to ask your child’s teacher if he/she would have a moment to meet with you before school begins. If time will not allow for this, write the teacher a personal letter.

Things to keep in mind for the meeting/letter:

1. Keep it positive. You may have had some bad experiences in the past. Do not bring that experience with you. Start things on a positive note.

2. Discuss your child’s strengths. Often we are so keyed into discussing accommodations, social issues, etc. we forget that may children with ADHD have strengths that their peers may not. These could include being the classroom errand person to release some pent up energy, or wiping down the white board, or passing out papers.

Rear view of students attentively listening to women teacher in the classroom

3. Express your concerns about the new year. Give suggestions letting the teacher know what strategies have worked in the past. Ask if he/she thinks some of those strategies could be used. Also include the strategies that haven’t worked, such as isolating your child, or testing in essay form. If there is an IEP or 504 in place bring a couple of copies and review the goals.

4. Ask for his/her suggestions on certain areas. For example, “How can we communicate so you can let me know when Johnny may be having difficulties in school?” Be certain to listen to the suggestions and come up with an initial plan.

5. Don’t overwhelm the teacher. Bring up just 3 topics that you are concerned about and get these concerns addressed. You will have time to bring up other concerns as the year progresses. And you just may be surprised – some concerns from the past may not be issues at all this year!

6. Be certain to listen and compromise. Remember that while your child is your main concern, the classroom teacher has at least twenty other students to consider.

7. Leave the teacher with the feeling that you are in this to work together for your child’s benefit. Be sure to thank him/her for their time. Appreciation goes a long way towards cooperation.

8. If you want to visit the classroom, ask how he/she would like you to visit. Would he/she like a call a week before to arrange a specific time? Would the teacher like you to work with another child in the classroom while you are there? What will work best for that teacher, your child, and the other students in the classroom?

9. When you get home share with your child the good things you have learned about the new teacher. Your positive feelings about the teacher will lessen some of the anxieties your child may be having about the new school year.

10. Get ready for a positive and successful new school year!

Play Attention can help parents boost their child’s academic performance from the privacy of their own home. For more information attend one of our speed webinars or call 800 788 6786.

Back to School Contest!

Back to School Contest!
Enter Contest Now

We know back to school time can be challenging and stressful.  This is true for every family, but especially those dealing with ADHD.  We are running a back to school contest…

Type up your best, most creative back to school tip that helps you and your child make a successful transition into the new school year. What practice or routine did you incorporate into your lives that made your child happy and excited to go back to school?

The winner gets a fabulous Samsung Galaxy Tab4 just in time for school!

Not only do you have the chance to win a new Samsung Tablet, but your back to school tip will help lots of other families start the new school year with a smile! Remember the adage: “it takes a village” – you, our readers, are the community building that village and your ideas help build a solid foundation.

1.  Type up your own personal back to school tip
2.  Post your idea on our Facebook pageSchool_Children_SM1
3.  All submissions must be received by August 26, 2015. If you do not have a Facebook account, submit your ideas to sheergenius@playattention.net
4.  The Play Attention team will vote on one grand prize winner for the best overall back to school tip!
5.  The winner gets a fabulous Samsung Galaxy Tab4 just in time for school!

Rules:
1. Follow steps 1 – 5 above.
2. Winner will be selected and posted on August 28, 2015. You must then post a private message to Play Attention with your email, phone number, full name, and shipping address.
3. ELIGIBILITY. You must be a natural person, 18 years of age or older, and a legal resident of any of the 50 United States or the District of Columbia or Canada at the time of entry and for the duration of the contest, with a valid e-mail address. The Gift Card prize will only be shipped to an address in the US or Canada.

We at Play Attention are excited to learn about your ideas and to share them with people all over the world. Social communities can be a great place of collaboration. However, Facebook would like you to know that this promotion is in no way sponsored, endorsed, administered by, or associated with, Facebook.

FEARLESS

FEARLESS
“The higher the self-esteem the lesser you focus on your fears of failure”

Over the past 40 years I’ve been a performance sports coach in various sports. I have been involved in coaching several players to achieve very high, even number 1 ranking on the ATP Tennis tour in doubles.

I played tennis on the ATP tour, ranked 270 in the world, ranked 6 in South Africa, ranked number 1 in Germany in +35. Why did I improve with age? My understanding of emotional intelligence improved.

When you start off as a coach, you think it is all in the technique and athletic ability that makes champions, only to be disillusioned in my goals.

Soon I realized that the saying “It all in your head”, “The game is decided between the 6 inches of your ears,” has substance, but phrases don’t teach you how.

What do the best in the world have as common denominator?sports_1

“FEARLESS” they are fearless of the outcome.

Emotional intelligence plays a major role in achieving. The most prominent in this is Self Esteem; the higher the Self Esteem the less FEAR you have.

FEAR is not real; you or your experiences create FEAR. It is how you view yourself or the outcome it could have on you.

I became a Self Esteem Coach. I studied all about how to build the main pillar in the human “achievement structure”. Working on this [self-esteem] a lot can be achieved, but there are a few factors that are difficult to overcome.

The best age to impregnate self-esteem is before the age of 6. Not many parents are equipped with this knowledge. To embed this at a latter stage is hard work to be done by the parents, given they have the knowledge of how to teach it, and it’s not FUN for the kids.

This is when I found Play Attention. This program builds self-esteem. You can visibly improve your focus, visual tracking, discriminatory processing, and attention, task on hand, and control impulses. The higher the self esteems the lesser you focus on your fears of failure, but [rather] on the task and goals on hand.

Watch the top performers in sport; they focus on the task in hand with no fear of the outcome. They achieve without FEAR.