Clara and ADHD

Page 1 — Why is it so hard?

1. 1. Another rushed morning

   • The mother: “Your bag, your shoes… are you ready?”
   • Léo: “I forgot what I was supposed to do!”

2. 2. At school

   • Léo (thinking): “I was looking at my notebook… then a noise made me lose track.”

3. 3. Homework time

   • Léo: “I know how to do it, but I can't get started.”
   • The mother: “It takes a lot of effort for you, I can see that.”

4. 4. It hurts, too

   • Léo: “I feel like I'm always being told off…”
   • The mother: “I love you. We'll look for what can help you.”

5. 5. Welcome with Clara

   • Clara: “Hello Léo! Tell me what's hard for you.”
   • Léo: “I want to understand why this happens to me.”

6. 6. Talking about ADHD

   • Clara: “ADHD is a brain development disorder. It can affect attention, organization and impulse control.”
   • The board says: “Attention deficit disorder with or without hyperactivity”.

“Your difficulties deserve to be heard.”

To read together: What takes a lot of effort for you?

Page 2 — Understanding how it shows

1. 1. Attention slips away

   • Léo: “I forget the instruction before I'm done.”
   • Clara: “With ADHD, staying focused, getting organized or finishing a task can be hard.”

2. 2. The body wants to move

   • Léo: “I often feel like moving!”
   • Clara: “Some people often need to move. Others are much less restless.”

3. 3. Words come out too fast

   • Léo: “I answer before the question is finished…”
   • Clara: “Waiting your turn or holding back a reaction can also take effort.”

4. 4. Different profiles

   • Clara: “Exactly. There is a mainly inattentive presentation, a mainly hyperactive and impulsive one, and one that combines both.”
   • Léo: “So we're not all the same?”
   • The cards show: inattention; hyperactivity and impulsivity; both.

5. 5. What about my building?

   • Léo: “But I can build things for a long time!”
   • Clara: “Attention can vary with the activity. That neither proves nor rules out ADHD.”

6. 6. And when I grow up?

   • Clara: “These difficulties can continue into adolescence and adulthood. Needs can change over time.”

“You are so much more than your difficulties.”

To read together: What would you like adults to understand better?

Page 3 — Taking time to understand

1. 1. Recognizing yourself isn't enough

   • The mother: “He does several of these things. So it's ADHD?”
   • Clara: “Not necessarily. Many difficulties can look alike.”

2. 2. Since when?

   • Clara: “We look at how long the difficulties have been there and how they affect everyday life.”

3. 3. In which places?

   • Clara: “Your parents and your school can describe what they notice. We compare situations, without looking for someone to blame.”
   • The board shows: at school (attention, behaviour, organization); at home (routines, homework, emotions).

4. 4. What about sleep?

   • Léo: “When I sleep badly, everything is harder.”
   • Clara: “Sleep, worries or learning can also affect attention.”

5. 5. The questionnaire, a clue

   • Léo: “Am I going to get a grade?”
   • Clara: “No. The questionnaire helps us understand. On its own, it doesn't give a diagnosis.”

6. 6. Talking with confidence

   • Léo: “Can I say what makes me feel ashamed?”
   • Clara: “Yes. Your successes, your efforts and what's hard all matter in the discussion.”

“We take the time to understand you.”

To read together: What question would you like to ask at the appointment?

Page 4 — The path at the clinic

1. 1. The first meeting

   • Clara: “At the clinic, the process starts with Marie-Claude Tessier, primary care NP (IPSPL). She listens to the child and parent to understand the situation.”

2. 2. Telling your story

   • Clara: “We talk about the difficulties, whether they were present in childhood, school, health, sleep and medications taken.”

3. 3. Bringing what you have

   • The mother: “I have his report cards and some questionnaires.”
   • Clara: “Past reports and the medication list can also help. Not everything is required.”

4. 4. Tests if needed

   • Léo: “Will I have to get a blood test for sure?”
   • Clara: “No. Tests depend on what the assessment shows.”

5. 5. Going further with the assessment

   • Clara: “A mental health nurse practitioner, called an IPSSM, can continue the process when appropriate.”

6. 6. Understanding the conclusions

   • Box: “After Léo's assessment…”
   • Clara: “The team confirmed ADHD. They will explain the possible supports and build a plan that fits.”
   • The support plan shows: strategies, school support, follow-up, possible supports.

“You can ask questions at every step.”

To read together: What would you like the team to know about you?

Note: Léo is a fictional character. Every assessment is different.

Page 5 — Little helps for every day

1. 1. One instruction at a time

   • The mother: “To start: take out your notebook.”
   • Léo: “That, I can do!”
   • Box: “We break big tasks into small steps.”

2. 2. Visible reminders

   • Clara: “A planner, a short list or a timer can help. We choose simple tools that suit you.”
   • The list shows: homework, reading, school bag, supper, downtime.

3. 3. A place for things

   • Léo: “My bag waits by the door!”
   • The mother: “We get ready together what you need for tomorrow.”

4. 4. Teaming up with the school

   • Clara: “We can talk about clearer instructions, breaks to move, and a setting with fewer distractions.”

5. 5. Praising effort

   • The mother: “You started your work, well done for that effort!”
   • Léo: “Even if it's not all finished?”
   • Answer: “Yes.”

6. 6. Helping the whole family

   • Clara: “The social worker can help you with routines, emotions, relationships and family life.”

“We try a help, then we adjust it.”

To read together: What small help would you like to try together?

Page 6 — Support that continues

1. 1. Many ways to help

   • The mother: “Is medication always necessary?”
   • Clara: “The plan can combine tools, support and medication if it's indicated.”

2. 2. A personalized choice

   • Clara: “There are stimulants and non-stimulants. These medications can help attention and impulse control. The choice is personalized.”

3. 3. You can tell us

   • Léo: “What if I feel different?”
   • Clara: “Tell your parent and the team. We want to help you function better while respecting who you are.”

4. 4. Follow-up matters

   • Clara: “We check what's improving, side effects, sleep, appetite and growth. The team adjusts the treatment as needed.”

5. 5. Taking care of yourself

   • Clara: “Sleeping well, moving and eating regularly support your well-being. These habits add to the other supports.”

6. 6. Moving forward together

   • Léo: “Will I still have hard days?”
   • The mother: “Yes, and you'll be able to ask for help. You are so much more than your difficulties.”

“You deserve to be understood and supported.”

To read together: Who can you ask for help?

Note: ADHD assessment: children from age 8, adolescents, adults. Educational comic; fictional characters; does not replace a consultation.