Thriving in College with ADHD A Cognitive-Behavioral Skills Workbook for Students

"A gap in therapy for ADHD has been beautifully addressed by this program for managing executive functioning deficits in the college student population. The authors, all experts in adult ADHD, have distilled their years of clinical research and expertise into a finely-honed program for this college population desperately in need of assistance with the high executive functioning demands of today's college environment. This highly useful program will be a necessary resource for anyone working with this ADHD population."

Russell A.Barkley, Ph.D. Clinical Neuropsychologist, Retired. Author, Taking Charge of ADHD and Taking Charge of Adult ADHD

"This program is such a great resource! It takes the foundational skills that have been validated in adults and in high school students and applies them to the unique needs of college students where there are many life-transition milestones. Modules including "adulting", substance use, balancing independence with looping in parents, and setting the stage for next steps in the workplace make this set of skills unique and highly relevant. I would highly recommend this program to any clinician working with college students coping with a full-fledged diagnosis of ADHD or with related symptoms."

Steven A. Safren, Ph.D. Professor of Psychology, University of Miami. Author, Mastering Your Adult ADHD: A Cognitive-Behavioral Treatment Program

"Thriving in College with ADHD is exactly what clinicians are looking for. This is the right program at the right time for the field. The Therapist Guide offers a modular structure grounded in rigorous science with flexibility to meet individual client needs. The accompanying Student Workbook for clients is inviting and user-friendly with accessible language and relatable examples. The package helps clinicians transform science into action. Exactly what university counseling centers need right now."

Julie S. Owens, Ph.D. Professor of Psychology and Co-Director of the Center for Intervention Research in Schools, Ohio University