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Online Parenting Children with ADHD 6-Week Course


Location: Online


This 6-week online course provides you with a solid foundation from which to understand ADHD and better navigate family life.

Suitable for parents/carers of both ADHD children & teens and indeed anyone seeking a better understanding of children with ADHD, including teachers.

The course goal is to inform and empower you to work together with your child to handle the difficulties that come with ADHD by offering practical, workable strategies that will make a difference in the lives of all family members.

The course is facilitated by Vivian Dunstan, Founder & Organiser of ADHD Support Australia. With an ADHD diagnosis herself and as mum to a young adult with ADHD, Vivian has a wealth of lived experience coupled with all she’s learned over the past 8 years running ADHD Support Australia and supporting many parents whist facilitating the course in-person since 2015. She and has now created this online version of the in-person course to share her knowledge and to allow more families to access the course.

Click here for more information

Allow adults with late diagnosis of ADHD to access fair treatment under the PBS


Location: Online

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People diagnosed with ADHD after the age of 18 have only recently been able to access a long-acting form of stimulant medication called Vyvanse on the PBS in February 2021 after much lobbying. Before this change, they were only able to access short-acting medication under the PBS. This is a big step inequitable and affordable treatment. The PBAC also recommended at its March 2020 meeting that the adult ADHD listing changes for adult diagnosis for lisdexamfetamine (Vyvanse) should flow on to all other long-acting ADHD medicines on the PBS, including methylphenidate (Concerta and Ritalin LA) and atomoxetine (Strattera).
However, this has yet to happen.

There should be no age discrimination on the PBS availability of medications stemming from the age of the individual at diagnosis. Girls and women with ADHD have found it difficult to gain a diagnosis even in adulthood and were often missed in childhood as historically ADHD was thought mostly to be found in boys who were hyperactive and disrupting the classroom. Girls and women are often underdiagnosed and are thus unfairly affected by the age of diagnosis factor. Many only gain a diagnosis later in life and to get a diagnosis of ADHD as adult symptoms have to be present in childhood anyway. It also discriminates against other minorities or those who haven’t had the means to get diagnosed in childhood.
This petition asks to expand the PBS to cover other long-acting stimulant medication for ADHD so adults with a late diagnosis can get fair and affordable access to all treatments.

For more information:

PEERS Social Skills for Teens or Young Adults Program


Location: Online


A 16-week online evidence-based group program, developed by Dr Elizabeth Laugeson from UCLA for teens (13-17) or young adults (18-30) experiencing social challenges and/or difficulties making and keeping friends who would like more social confidence.

Link to questionnaire

Using the Collaborative & Proactive Solutions Model to Understand & Find Solutions for Challenging Behaviour with Anna Dedousis-Wallace


Time: 19:00 AEST


If you’re unable to attend at this time and would like to see a recording of this and past talks check out the ADHD Support Australia Patreon membership site:

The Collaborative & Proactive Solutions Model (CPS) is an innovative, empirically supported, an evidence-based treatment developed by Dr Ross Greene from Harvard Medical School.

It is a non-punitive, non-adversarial, trauma-responsive model of care designed for families of behaviourally challenging children and teens. In this model parent and child work together to identify situations where something is getting in the way of the child doing well, and then collaborate on how to overcome them and find durable solutions.

The CPS model is based on the premise that concerning behaviour occurs when the expectations being placed on a child exceed the child’s capacity to respond adaptively.

So the emphasis of the model isn’t on children’s concerning behaviour – just the manner in which they are expressing the fact there are expectations they’re having difficulty meeting. The model focuses on identifying the skills the child is lacking and the expectations they are having difficulty meeting. Then the goal is to help children and caregivers solve those problems, rather than trying to modify children’s behaviour through application of rewards and punishments.

The goal is to foster a collaborative partnership between adults and children and to engage children in solving the problems that affect their lives. Being a non-punitive and non-adversarial model, the likelihood of conflict is decreased, relationships enhanced and communication improved.

Anna is a senior clinical psychologist and researcher at The Kidman Centre, University of Technology Sydney. Anna’s has had varied clinical experience over the years treating a range of disorders for children and adults. Her most recent research and clinical experience has focused on children with disruptive behaviour disorders, with the majority of these children also presenting with co-morbid ADHD. Anna is one of two certified trainers of CPS in Australia. She has used CPS to treat children with Oppositional Defiant Disorder, within a

large randomised controlled trial. Anna’s clinical and research interests are in the areas of disruptive behaviour disorders and ADHD.

This talk will be highly relevant to parents, family members, teachers and other professionals working with neurodiverse children/young adults.