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This programme has been written specifically for parents of children aged up to 16 years who have a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD)

Website: Parent Factor in ADHD Service | Barnardo's

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The Parent Factor in ADHD Referral Form 

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The Parent Factor in ADHD Referral Form 

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Understanding and Supporting My Child's ADHD

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Understanding and Supporting My Child's ADHD

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Understanding the stress response and promoting regulating behaviour

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Understanding the stress response and promoting regulating behaviour

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Children with ADHD experience the same emotions as do other children, but their feelings are often more frequent, intense, and longer-lasting. Because the underlying brain mechanisms that help manage emotions are affected by ADHD, emotional regulation development is usually delayed. Emotion can hit them more quickly and it more easily overwhelms them. Children with ADHD also tend to have a tough time self-soothing; they need more time to calm down.

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Shortage of Medicines for Attention Deficit Hyperactivity Disorder (ADHD)

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Shortage of Medicines for Attention Deficit Hyperactivity Disorder (ADHD)

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Your local pharmacy, General Practitioner (GP) and ADHD service work hard to make sure you get the medicines you need, when you need them, but sometimes we experience difficulties in sourcing medicines. Unfortunately, there is a national shortage of many of the medicines we use in ADHD because of increased global demand and manufacturing problems.

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The Autism Support Team offer school based support to children and young people who have social communication difficulties or a diagnosis of Autism Spectrum Disorder (ASD).

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Autism Support Service | Northumberland County Council

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The Autism Support Team offer school based support to children and young people in Northumberland with social communication difficulties or a diagnosis of Autistic Spectrum Disorder (ASD).

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The CYGNET programme is for parents and carers of children and young people aged 5 – 16 and is delivered by staff from the Autism Support Team (High Incident Needs Team). It provides parents and carers who have an autistic child and has been diagnosed in Northumberland with the opportunity to access the programme virtually or face to face. It is a chance to network with other parents and carers to discuss their lived experiences of autism.

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CYGNET Application Form: Autism Support Team

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CYGNET Application Form: Autism Support Team

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We understand the unique challenges that come with raising neurodivergent children, and we are here to offer practical solutions, compassionate guidance, and a supportive community.

At Complex Connexions, our mission is to empower parents with the knowledge and tools they need to create a harmonious and understanding home environment. Our founder, Shelley Farnham, has first-hand experience navigating the complexities of ADHD and Autism within her own family.

This personal journey inspired the creation of opportunities and resources aimed at helping other families thrive.

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Support for families with ADHD / Autistic children

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Complex Connexions provides support for families with ADHD / Autistic children, nurturing connections through understanding and collaboration

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The Children’s Sleep Charity offers a range of training courses and leaflets for parents and professionals on topics such as ‘Relaxation Tips for Bedtime’, ‘How to Create a Calm Bedroom’ and ‘Bedtime Routine’.

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Interoception and toilet training

There is evidence that some children learn to recognise their body signals of a full bladder and bowel after they learn to use the potty and toilet and have developed a toileting routine.

Current thinking suggests that it is not necessary to wait until children show signs that they recognise they are weeing or pooing, but that a regular toileting routine can help them learn to use a toilet or potty and the awareness of their body sensation can sometimes be understood and responded to afterwards.

We can't know exactly what a child is feeling, but we can understand a great deal by watching their behaviour and responses.

If children understand and notice how their body feels they can then begin to respond to their physical needs, including learning toileting skills.

How does Interoception work?

We all have sensory receptors in all our internal organs and muscles. These respond to sensations experienced and create a stimulus that is transmitted along the nerve fibres to the brain. There it connects with other sensations, memory and knowledge and the brain make sense of these messages.

In this way we learn how our body feels and it helps us to know when we are tired, excited, hungry, and need the toilet. This can connect to parts of the brain that make decisions and stimulate our body to respond.

Interoception and toilet training tips:

Understanding messages from their body helps children with toilet training. Learning how to link the signals from their bodies with their bowel and bladder actions can be really helpful for them.

Here are some tips for including this as part of your child's learning process to get clean and dry:

Teach your child how their body makes wee and poo and how it tells them when it needs to come out.

Instead of asking if they want to go to the toilet, ask if they can feel any wee or poo that wants to go in the toilet? This will help them make sense of the messages they are receiving.

Pictures and videos on how the body works and the bowel and bladder are fun and make sense of why we use the toilet.

Include body awareness to help children understand the messages from their bowel and bladder
Identify if children are having difficulty learning Interoception messages and take this into account. A sensory assessment may be helpful.

Interoception and constipation

Constipation is very common in children. It can be uncomfortable and is often painful.

Children's awareness of these sensations often can make them afraid of pooing. This can cause children to withhold their poo to avoid the discomfort and the frightening sensations. This makes the constipation worse.

It is important to treat the constipation effectively, but we also need to understand how a child is feeling and interpreting the messages from their intestine and body.

We need to evaluate and respond to their feelings and anxieties. We need to address the constipation, and at the same time include strategies to help with their understanding of body sensations and help the anxiety linked these feelings.

Emotional understanding and Interoception

Emotions such as anxiety and excitement can stimulate the functioning of internal organs, and this is linked to hormonal effects caused by adrenaline.

Our body sensations are very closely linked to our feelings and emotions. Anxiety causes a rapid heart rate, and increased shallow breathing, as well as sometimes affecting digestion.

Many of our body's reactions help people to notice and understand emotions including feelings of tension and relaxation.

These feelings can sometimes be confusing and worrying and can sometimes be linked to difficulties with control of the bowel and bladder.

There is increasing understanding about the complex interaction of body signals, emotions and learning in children.

It is important to understand the impact of internal sensations on children's toilet training and take these into consideration to tailor programmes to meet their specific needs.

We are also learning more about this and this will be helpful for children and families in future.

Children with autism

Autistic children with sensory difficulties may have more difficulty in understanding and noticing their body signals. It can take them longer to make sense of what they mean. If this is not appreciated it can be mistaken for laziness or lack of co-operation.

These children may need more help and prompts to achieve a reliable awareness of toileting needs and become clean and dry.

They do usually achieve this, but it may be more difficult and they often need more support.

How to help children understand their sensations

Identify and understand how a child is feeling and responding

Talk to children and help them understand how their body is feeling.

Help them understand how their body works, videos, pictures and stories can help

Help them to understand the difference between the feelings of normal bowel activity, discomfort and pain

Explore the size of pain and discomfort, with showing with their hands the size; score out of 10-; a bit, a lot, loads, huge.

If children are having difficulty noticing and understanding their body sensations:

Link body feelings to routines and other activities, e.g. we sit on the toilet before football, or play time.

Use other cues reminders and prompts e.g. picture cues alarms, vibrating watches

Reward effort as much as success

Older children and teenagers

Body awareness can cause problem for older children. It is never too late to help children tune into their body sensations.

Ways to do this include:

Talking to your child and helping them practice noticing how their body is feeling.

Some children enjoy the 'be a scientist' approach to keep a record of their wee and poo and their sensations, which may help their understanding.

Help may be needed for some such as with timers or visual cues, and reminders linked to day time routines.

Body awareness signals may be more difficult to notice as social and educational demands increase as young people grow older. Increased internal body signals can also occur with anxiety, especially about toilets and be linked to holding in the wee and poo, or sometimes going to the toilet more often. Understanding this can be helpful to work out solutions.

Research has found that children don't receive as many sensations from neurological receptor stimuli in the brain when they are absorbed in activities, such as when playing on computer games.

This may be linked to the body awareness sensations being more subtle. Sensations from inside our bodies may not be as intense as other sensations and may be more difficult to notice.

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Interoception is our eighth sense which responds to signals and sensations from inside our bodies. It interprets the signals such as the feeling that the bladder is full, and when we need to poo.

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Northumberland Autism Post Diagnostic Partnership Video

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Northumberland Autism Post Diagnostic Partnership Video Transcript

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Northumberland Autism Post Diagnostic Partnership Video Transcript

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Northumberland Autism Post Diagnostic Partnership Transcript

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Northumberland Post Diagnostic Support Leaflet

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What is PEACE?

PEACE is a Pathway for Eating disorders and Autism developed from Clinical Experience. Our research suggests that around 35% of people experiencing an eating disorder may may have autism spectrum condition (ASC), or present with high levels of autistic traits. We hope this pathway will support autistic people suffering with an eating disorder, their loved ones and their clinicians.

Help and Support

You are now part of the PEACE Community! Reach out and connect with others on one of our social pages below:

Are you a Researcher?

Welcome to the PEACE Community! We are always welcoming fellow researchers as we need more research to support this under-researched group. Check out the PEACE Lab's research here. Got a specific research question or want to get involved? Send us a message on our socials!

Resources

The PEACE Team made up from a group of wonderful clinicians and researchers have worked hard to create materials to support you! Check them out below, we hope you find them useful.

Our Book

Alongside this website, we've also written a book! Here you'll find even more information about the comorbidity, ways to adapt treatments and support recovery.
It's now available to buy on Amazon.

PEACE Blog

Have a read of our latest blog posts! Whether you want to read about someone's experiences, learn more about the comorbidity or explore nutritional recommendations, we hope you will find something that meets your needs!

Download presentations from the 2022 PEACE Pathway Conference

What is interoception, and why is it important?

BEACON is a brain imaging project looking at how the brain processes emotion and cognition in individuals with anorexia nervosa. We are also interested in how autistic characteristics affect these brain processes and how these processes change over time.

PEACE Pathway 2020 All rights Reserved Website by TOTEM

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PEACE is a Pathway for Eating disorders and Autism developed from Clinical Experience. Our research suggests that around 35% of people experiencing an eating disorder may may have autism spectrum condition (ASC), or present with high levels of autistic traits. We hope this pathway will support autistic people suffering with an eating disorder, their loved ones and their clinicians.

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Below are a number of resources you may find beneficial, whether you are an autistic person, a clinician, a researcher or simply someone interested in the work MH Autism has been doing.

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Developed by autistic people and autism specialists, our e-learning modules have been designed to enhance autism knowledge and fit into busy schedules.

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Includes a “top tips for parents” section, providing advice for every difficulty relating to ADHD specifically

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Building better futures for children with ADHD

UKAP recognises ADHD as a complex but treatable condition, which can have a profound impact on individuals, families and society.

We aim to support clinicians and allied professionals to identify and meet the needs of children and young people affected by this disorder. ADHD is now recognised as a condition that may cross the lifespan and there are multi-modal interventions for ADHD that can be delivered at every age.

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The UK ADHD Partnership supports clinicians and allied professionals to identify and meet the needs of children and young people affected by this disorder. ADHD is now recognised as a condition that may cross the lifespan and there are multi-modal interventions for ADHD that can be delivered at every age.

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6. LOCATE & READ YOUR SCHOOL'S POLICIES

Focus on policies for ATTENDANCE, SEND, & MAKING COMPLAINTS (as applicable).

Check they are being followed correctly and if they are not, ask why?

The school should respond to attendance problems by making assessments and helping to investigate what the underlying triggers or unmet needs are so that they can be addressed. This might involve the SENDCo, and referrals to an Educational Psychologist, CAMHS, and possibly other services such as Occupational Therapy and Speech and Language Therapy.

The Department for Education told us that when a school identifies an emerging issue, including mental health issues which require additional support, they should not delay putting it in place.

The school should follow the graduated approach process set out in the department's statutory guidance on special educational needs and disability code of practice.

The guidance is clear that support should be provided from an early stage, whether or not the child has a specific diagnosis.

A child in school who has this support would be regarded as receiving special educational needs (SEN) support.

A school should always involve a specialist where a pupil continues to make little or no progress or where they continue to work at levels substantially below those expected of pupils of a similar age despite evidence-based SEN support delivered by appropriately trained staff.

For some children it will be appropriate for a request to be made to the local authority for an Education, Health and Care needs assessment. This request can be made by the school or the parent.

The special educational needs and disabilities code of practice intentionally does not require a diagnosis for a child to access the support they need. The process is based on a child's needs.

7. BE PROACTIVE

Ask for meetings and contact people who might be willing to help (including your GP, CAMHS helpline, School Nurse, Local MP, LA attendance team).

Take independent witnesses with you to meetings to make notes and support you.

Research your child's and your own rights then quote best practise - refer to legislation and statutory guidance for schools.

After meetings request copies of the minutes. If you don't feel they are accurate ask for them to be amended.

If a written record is needed write your own summary of the main points and anything agreed and email it to everyone involved for their approval and records.

8. CONTACT CHARITIES & SUPPORT SERVICES

Start with the following websites (see links below):

Then also look at others you think may be helpful

Check your council's LOCAL OFFER to see if they list anyone who might be able to help.

9. THREATENED WITH PROSECUTION?

Act quickly - hopefully you will have been keeping records and trying to get medical evidence - (don't leave it this late to get medical evidence and referrals) - this is what protects you, as prosecuting parents of a child with a diagnosis of mental health problems: (a) generally doesn't happen and (b) breaches the Equality Act (2010). Sadly, people often get to the point of being in court the following week, don't have representation and then don't point out to judge that the child is absent because of mental illness. So, it is VERY important to see your GP and get a CAMHS referral in place ASAP.

A parent cannot be penalised if a statutory exception applies. These exceptions are: where the school has given permission; where the pupil is prevented from attending by sickness or other unavoidable problems; where their family is marking a day reserved exclusively for religious observance; or where the local authority has failed to fulfil any duty it has to help them get to school.

It is for schools or local authorities to decide if they wish to use a penalty notice as a sanction in individual cases.

Penalty notices are governed by the Education (Penalty Notices) (England) Regulations 2007 as amended. The regulations require every local authority, in consultation with their schools and the police, to draw up a code of conduct for issuing penalty notices.

It is for local authorities to decide whether to prosecute a parent having taken account of all the circumstances of the case and the information submitted by the school. Local authority officers are best placed to assess the family's circumstances and decide upon the most appropriate course of action.

The Department for Education would encourage parents to work with their child's school and their local authority, to discuss the reasons behind their child's absence and agree an action plan so that the right support can be put in place to help their child to return to regular and consistent education, whether at school or otherwise.

10. RESEARCH RELEVANT LEGISLATION & DfE GUIDANCE

Local authorities are responsible for arranging suitable education for children of compulsory school age who, because of health reasons, would otherwise not receive suitable education (section 19, Education Act 1996). This applies whether or not the child is registered at a school and whatever type of school they attend. The education must be full-time or as close to full-time as the child's health allows.

The DfE statutory guidance on ensuring a good education for children who cannot attend school because of health needs sets out that local authorities should provide education as soon as it is clear that the child will be away from school for fifteen days or more, whether consecutive or cumulative.

The DfE make it clear that local authorities should be providing a "safety net" of suitable education for any child of compulsory school age who, by reason of illness, exclusion from school, or otherwise, may not for any period receive education. A local authority must make arrangements for the suitable education of any child of compulsory school age who, by reason of illness, exclusion from school, or otherwise, may not for any period receive education without such arrangements. Education Act 1996, s.19(1). Thus, the local authority can have a duty to provide alternative arrangements in situations not only where children are unable to attend by reason of illness or exclusion. This is because the phrase "or otherwise" "is plainly intended to encompass other causes of non-attendance at school or non-receipt of education". R (DS) v Wolverhampton City Council [2017] EWHC 1660 (per Garnham J) (at para.36).

Local authorities should have a named officer responsible for the education of children with additional health needs. The Department for Education (DfE) say that the current legal framework provides for sufficient "flexibility" to avoid issues such as prosecution for non-attendance, even where absences have not been authorised.

The DfE say that there are statutory exceptions which ensure that a parent should not be penalised or prosecuted where a pupil is prevented from attending school by sickness, or where the local authority has failed to fulfil any duty it has to help them get to school.

The DfE also make it clear that it is not necessary for children to be marked as absent due to illness in order to receive adequate education outside of school.

Relevant Judgements & Case Law

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Advice and information for families trying to navigate systems in the search for support when a child or young person is finding attending school difficult

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Family Resources Archive - Autism Unlocked

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Happy Faces Prudhoe - Prudhoe Youth Project

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Emotional Regulation Strategies and Breathing Techniques

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Emotional Regulation Strategies and Breathing Techniques

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Emotional Regulation Strategies and Breathing Techniques

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Parenting, Media, and Everything in Between

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Get expert advice and tips on parenting in the digital age with our recommended media for kids, movie reviews and ratings, and conversation topics.

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Access information and resources for parents and carers on keeping your child safer online including conversation starters and video guides.

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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ASD

ADHD

Our recommendations for Post Diagnostic Support

ADHD Clinic

Local Resources

National Resources

Mental Health and Wellbeing

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Family Support

Sleep

Toileting

Emotional Regulation

Employment

Online Safety

Give feedback on the Padlet

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Autism Spectrum Disorder: A leaflet for adolescents and young people

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Autism Spectrum Disorder: A leaflet for adolescents and young people

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Post Diagnostic Service in Northumberland for Adults

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Our AIM Connect, Support, Prevent service consists of:

Our psychoeducational course 'Me, Myself & Autism' supports autistic adults to have a greater understanding of their autism and what it means to them. The MMA course runs for 11 weeks. At the end of the course we hold a Me. Myself & Autism for Families session where relatives/friends can come along for an overview of the course content.

We offer telephone/online emotional support, and practical support signposting to, and supporting effective communication between clients and partnership services.

Our social space is on the last Friday of each month. This is held at Katy's Corner, Suite 12 Dudley Court, 1st Floor Manor Walks South.

Come along and meet up with AIM friends, or make new ones. We have coffee and biscuits too!

Please check our What's On page for details.

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We provide psychoeducation and low level preventative support to autistic adults who do not have a learning disability.

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New resources for autistic teenagers

The National Autistic Society has produced the ‘Know Yourself’ series of videos, pdfs and worksheets, to support autistic teenagers in understanding what being autistic means to them.

The resources have been co-produced with autistic young people and feature many talking about their own experiences and what has helped them. The aim is to offer information and ideas to empower teenagers to begin to explore their own experiences and understand themselves more. The series will eventually cover six topics, but the first four topics, ‘understanding yourself’, ‘energy accounting’, ‘exploring your identity’ and ‘setting yourself up for success’ are available now.

There is also a guide highlighting additional resources that can be accessed by anyone supporting autistic young people.

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The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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KidzMed Project: Teaching Children to Swallow Tablets

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KidzMed Project: Teaching Children to Swallow Tablets

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KidzMed Project: Teaching Children to Swallow Tablets

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