Mastering Anger Management in Adults with ADHD: Evidence-Based Strategies for Clinicians
Course #9653L -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
This live event takes place Monday, January 26, 6 pm-8 pm EDT (3 pm-5 pm PDT).
Adults with ADHD frequently encounter challenges with executive functioning that impede self-regulation and increase the propensity for anger. This presentation examines how these deficits disrupt not only emotional regulation but also the execution of daily tasks—stemming from inattention, difficulties in initiating tasks, dysregulation when tasks lack sufficient stimulation, and time blindness. Consequently, uncompleted tasks lead to recurring episodes of frustration that are internalized, heightening vulnerability to future triggers, and often resulting in self-directed anger for having ADHD. Drawing on evidence-based interventions, this workshop integrates multiple theoretical frameworks—including parts work, Cognitive Behavioral Therapy (CBT), metacognitive approaches, somatic work, and the constraint-led approach—to provide clinicians with a comprehensive toolkit.
This live webinar is designed for mental and behavioral health professionals caring for adult clients with ADHD.
The purpose of this course is to equip clinicians with the practical tools needed to support clients in overcoming these challenges, enabling them to lead more balanced and fulfilling lives .
Upon completion of this course, you should be able to:
- Discuss the neuropsychology of anger and how it manifests.
- Explain the neuropsychology of ADHD, how it manifests in people, and why anger and ADHD can exacerbate each other.
- Discuss the difficulty of anger management for a person with ADHD.
- Discuss strategies to aid in managing anger and ADHD.
Joel Kouame, LCSW, MBA, CAMS-II, is a licensed psychotherapist, clinical supervisor, and founder of JK Counseling—a virtual group practice specializing in a variety of stress disorders. He is well trained in a number of evidence-based approaches including EMDR, IFS, Ego State, and the Gottman Method. When he is not practicing, he is serving as a social science professor, teaching a myriad of courses on human behavior. In addition, he is the founder and writer of The Shworker, a newsletter that examines social issues through a clinical lens.
Contributing faculty, Joel Kouame, LCSW, MBA, CAMS-II, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Scott Deatherage, PhD
Kimberly Byrd, EdD, LMSW
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.