Chapter 12

MY FIRST CAREER:
The Pivotal Role Career Coaching and
Counseling Can Play to Help Young Women with
ADHD Make A Successful First Career Choice
by Robin Roman Wright
Introduction
Creative thinking, the ability to laser focus on an area of interest and the
ability to persist despite setbacks are characteristics that increasingly will
be in demand in the global economy of the 21st century. These same attributes are seen in many women with AD/HD. While they often struggle to consistently attend to routine tasks, be on time, and meet deadlines,
it is heartening to note that some of the capabilities women with AD/
HD have, due to the way their AD/HD minds work, are marketable. A
well-trained career coach or counselor can play a pivotal role in helping
them navigate the career assessment, exploration, research and decisionmaking processes. Young women with AD/HD have a much better
chance of finding a good-fit first job if they receive AD/HD-friendly
career coaching or counseling. In our increasingly competitive environment each young woman with AD/HD will need to tailor-make her first
career opportunity so that she can lead with her strengths and minimize
the impact of her AD/HD symptoms.
AD/HD Definition/ Treatment and Ongoing Management
Definition of AD/HD
Attention-deficit/hyperactivity disorder (AD/HD) is a common neurobiological condition affecting five to eight per cent of school age children,
with symptoms persisting into adulthood in as many as 60 per cent of
cases. It is characterized by developmentally inappropriate levels of inattention, impulsivity and hyperactivity.
The Disorder Named AD/HD (www.help4adhd.org, p. 1)
While career coaches and counselors will not be diagnosing clients, it
can be helpful to know the behaviors clinicians look for when conducting
a comprehensive evaluation to determine whether a person has AD/HD.
There is one overall category and three subtypes.[1]
ADHD predominantly inattentive type: (ADHD-I)
Fails to give close attention to details or makes careless mistakes.
Has difficulty sustaining attention.
Does not appear to listen.
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Struggles to follow through on instructions.

Has difficulty with organization.
Avoids or dislikes tasks requiring sustained mental effort.
Loses things.
Is easily distracted.
Is forgetful in daily activities.
ADHD predominantly hyperactive-impulsive type (ADHD-HI)
Fidgets with hands or feet or squirms in chair.
Has difficulty remaining seated.
Runs about or climbs excessively.
Difficulty engaging in activities quietly.
Acts as if driven by a motor.
Talks excessively.
Blurts out answers before questions have been completed.
Difficulty waiting or taking turns.
Interrupts or intrudes upon others.
AD/HD combined type: (AD/HD-C)
Individual meets both sets of inattention and hyperactive/impulsive
criteria.
The Disorder Named AD/HD (www.help4adhd.org, p. 2 )
If an individual displays 6 or more of the 9 behaviors listed on the Inattentive scale and meets other criteria, then they might be diagnosed
with AD/HD predominately inattentive type. If an individual meets 6
of the 9 behaviors listed on the hyperactive/impulsive scale and meets
other criteria, then they might be diagnosed with AD/HD predominantly
hyperactive-impulsive type. If an individual displays 6 or more of the 9
behaviors listed on both scales then they might be diagnosed with AD/
HD combined type.[1]
AD/HD is often associated with hyperactivity and impulsiveness. Therefore, historically more boys were diagnosed with AD/HD than girls. According to Dr. Quinn, a developmental pediatrician and clinical assistant
professor of Pediatrics at Georgetown University Medical Centers as
well as a noted expert on AD/HD in women, women tend to be less hyperactive and more inattentive. She goes on to say that women are more
likely to internalize their symptoms, saying things like: Im stupid or
I cant do anything right. Women are likely to be embarrassed by their
symptoms, get depressed and/ or get anxious. AD/HD Inattentive Type
in girls can manifest itself as, daydreaming, difficulty processing information or following directions, being distracted, spacey or in her own
world. Dr. Quinn mentions that women most often report the following
symptoms: inattention, organization problems, emotional reactivity and
the inability to get things done because of distractibility and difficulty
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focusing. (Quinn, pp. 6 - 9)

Recent research shows that AD/HD:
Derives from the chemistry of the brain; neurochemical systems are
altered in people with AD/HD
The prefrontal cortex of the brain is under-activated
Several genes have been associated with AD/HD. The neurobiologic
basis for ADHD is thought to be the result of problems with the brains
chemical neurotransmitters, particularly dopamine and norepinephrine.
(Quinn, p. 2)
The takeaway for career practitioners is that AD/HD is a neurobiological condition. Therefore, more willpower, more caring about getting the
work done, will not eradicate the behaviors. Young women with AD/HD
need to take a comprehensive approach in order to effectively manage it.
This often includes medication, therapy, coaching and/or other complementary therapies.
Executive Functioning and AD/HD
Thomas E. Brown, Ph.D., Assistant Clinical Professor of Psychiatry at
the Yale University School of Medicine and Associate Director of the
Yale Clinic for Attention and Related Disorders, says that both men and
women with AD/HD have impairments in their executive functions.
(Brown, p. 40)
Richard Guare and Peg Dawson describe executive functions this way:
Executive functions refer to a set of cognitive processes that allow us
to meet challenges in our environment and accomplish goals, by deciding what activities we will attend to and choose to do (Hart and Jacobs,
1993.) Executive skills allow us to resist temptations in favor of longer
term goals. Through the use of these skills we can plan and organize
activities, direct our attention, and persist to complete a task. Executive
skills enable us to manage our emotions and monitor our thoughts in
order to work more efficiently and effectively. Simply stated, these skills
enable us to regulate our behavior. The Brown University Child and
Adolescent Behavior Letter, August 2004.
People with weak executive function skills have a difficult time corralling disparate ideas and moving from step -to -step in a lengthy process
that might take a long time to complete. These are the very skills that
one needs in order to navigate through the career assessment, exploration, research and decision-making processes. Therefore the coaching
process, when working with young women with AD/HD, needs to offer
encouragement, provide structure, include accountability, yield some
benchmark results at key intervals, and still allow for self-reflection and
self-determination.
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Hidden Difference/ Undiagnosed Clients

Since AD/HD is often a hidden difference, you might not know if someone has AD/HD unless you expressly ask. If you dont already, consider
inquiring in the initial interview about a persons medical, mental health
and/or other condition that might have a bearing on her career plans or
that have been identified in school.
Keep in mind that even if such inquiries are made, many young women
with AD/HD will not have been diagnosed. Oftentimes, bright, quiet
girls, go undiagnosed because they had especially supportive parents
who helped them manage their time and stay on top of assignments, or
they attended a particularly structured school. In college, these students may begin to experience difficulty balancing a full course load,
with extra-curricular activities and part-time work. Dr. Patricia Quinn
suggests that there are some clues that career practitioners can look for
which might suggest that a person has AD/HD. These clues are:
The student has changed her major frequently
The student has had numerous incompletes
The student has dropped a number of courses.
When you see this in a students history, you might want to adapt your
career coaching approach in the ways mentioned below in order to better
help the student in the career planning process. Upon probing further
you might also decide to refer the student in order to obtain an assessment and/or treatment.
Talents/ Often Exceptional Qualities/ Capabilities
On the other side of the coin, people with AD/HD often are able to be
creative, think outside the box, and/or have an ability to laser focus on
topics or problems that interest them. In their groundbreaking book
Delivered from Distraction, Dr. Edward Hallowell and Dr. John Ratey
state: ADD, is a misleading name for an intriguing kind of mind.
ADD is a name for a collection of symptoms, some positive, some negative. For many people, ADD is not a disorder but a trait, a way of being
in the world. When it impairs their lives, then it becomes a disorder.
But once they learn to manage its disorderly aspects, they can take full
advantage of the many talents and gifts embedded in this sparkling kind
of mind. Having ADD is like having a turbocharged race-car brain and
bicycle brakes. The other part that the DSM-IV and other catalogs of pathology leave out is the zesty side of ADD. People with ADD many times
have special gifts, even if they are hidden. The most common include
originality, creativity, charisma, energy, liveliness, an unusual sense of
humor, areas of intellectual brilliance, and spunk.
(Hallowell and Ratey, P. 4)
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Young Women with AD/HD, Cultural Messages and Self-Esteem

Whether they have AD/HD or not, women are influenced by what may
appear to be antiquated cultural messages. However, these are still at
play in our society today. In her book, Women with Attention Deficit
Disorder Embrace Your Difference and Transform Your Life,
psychotherapist Sari Solden, MS LMFT, lists them as:
General Cultural Messages to All Women
Be nice
Be accommodating rather than asking for accommodations
Help others rather than ask for help
Dont say no to requests from people in need
Always lend a helping hand
Other cultural prohibitions or warnings women have come to believe:
If you ask for too much, someone will get angry or think you are trying to get away with something.
Dont try to get out of work by asking for special favors.
If you say no, youll hurt someones feelings.
You should never hurt someones feelings.
If you set limits on your time and projects, people will think you just
cant cut it.
Dont complain; keep your problems to yourself.
Dont act like youre better than anyone else. (Solden, p. 75.)
She then identifies a variety of deeply ingrained messages that are difficult for women to ignore and often get in the way of their willingness to
ask for help:
Willpower and hard work will get you through anything
Put up a brave front
Cleanliness is next to godliness
Dont start something youre not willing to finish
This is the way its always been done
Theres a right way and a wrong way to do things.
Solden concludes:
Women grow up constantly exposed to messages about whats right or
acceptable behavior. When they fail to meet these standards, women often move into a closet, hiding themselves from other people. This results
in great difficulty in ever getting help. If she feels it is shameful to be
disorganized, so shameful that she would not let someone see the kind of
disarray in which she lives, naturally, she would keep people away from
her. This is a perfect setup for depression and depletion and has a negative effect on relationships and achievement, leaving women
feeling isolated, alone, and disconnected. (Solden, p. 81.)
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This has implications for career coaches/counselors whether they work

in a university career center or individually. Clients will want to please
the career practitioner and therefore might not disclose the degree of
confusion they are having at various stages in the process. Keeping track
of all of the paperwork and data involved could seem overwhelming.
Likewise, they might not express the difficulty they are having initiating
tasks or following through on action plans. Clients might drop out of the
coaching process because they cant meet the coachs expectations and
feel a sense of shame about it.
Strengthening a Womans Belief in Herself and Her Capabilities
Helping a young woman with AD/HD identify her strengthsthe skills,
talents, qualities and specialties she has to offer the marketplaceearly
in the career coaching process can mitigate that sense of shame. In
Delivered from Distraction, Dr. Hallowell and Dr. Ratey state
The best way to change a life of frustration into a life of mastery is by
developing talents and strengths not just shoring up weaknesses.
(Hallowell and Ratey, p. 13)
Sari Solden recommends that women with AD/HD identify how their
brains work, understand themselves, and accept their differences. Sari
asserts that, it was a saving grace for me not to be able to conform.
Women with AD/HD can succeed in all sorts of industries and in a
myriad of occupations. The women profiled in Dr. Hallowell and Catherine Cormans book, Positively ADD: Real Success Stories to Inspire
Your Dreams found ways to succeed despite their differences and either
landed in or sought out supportive environments which capitalized on
their strengths. Hallowell and Corman profiled people with AD/HD who
have successful lives and careers, including five women. The fields that
the women excel at include marketing, education, photography and business. The authors define success as having met their major goals in life
so far. While some of the people profiled are famous, others are not.
Global Economy/ New Skills and Capacities
Todays economy is evolving and changing. It is less possible to predict
which occupations will be in demand three to five years in the future
than it was 10 20 years ago. It is even more difficult to predict which
occupations may become obsolete, or outsourced to workers overseas. In
her article The Yo Yo Model for Your Future Career: Youre On Your
Own, career development expert and futurist Helen Harkness, says:
career success today is quite different from what we were taught in
the past. It is not stability and specialization in one field, but flexibility
with expertise, creativity and the ability to cross borders and boundaries,
solve problems, meet challenges and work independently, as well as with
others. These new jobs are usually not the typical type that one would
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look for, but jobs that fit their (the clients) needs for solving a pressing
problem experienced by themselves and which they are uniquely qualified
to solve. To uncover these problems, I continuously ask my clients four
critical questions,
What is a need now and in the future?
Do you have the skills to solve this problem now or can you get
them?
Would you value and get meaning from solving this problem?
Can you make a living at it? (Harkness, p. 16)
As mentioned earlier, Dr. Hallowell and Dr. Ratey highlight the zesty
side of AD/HD in their book and mention that often people with AD/HD
have the ability to be creative, original, lively and charismatic. In addition, Raiza Janus, a psychologist and author, mentions that women with
AD/HD who have the tendency to hyperfocus, can succeed in fields
in which persistence and becoming locked into a topic are rewarded.
(Janus, p. 3)
I infer that the following six traits should be included in the list of
in-demand skills and abilities that young women will need in order to
successfully transition into the world of work in the second decade of the
21st century. Furthermore, people with AD/HD often display many of
these traits.
Creative thinking
The ability to recognize problems/needs and envision solving /meeting at least one of them
The ability to learn new skills and bodies of knowledge
An understanding of personal motivators, strengths and shortcomings
The ability to empathize
An ability to identify/learn about prospective employers and their
markets.
Many times, people with AD/HD have creative minds; they can think
outside the box. Frequently, young women with AD/HD see connections between ideas, processes, and subject matters that others do not
so readily identify. People with AD/HD have the capacity to be curious
about a vast variety of topics, to think in original ways, and to come up
with solutions to problems facing government, industry, and society. If
they can refine and harness that capacity it can be an asset in whatever
field of endeavor they pursue. While traditional school settings can pose
obstacles to some women with AD/HD, my clients often enjoy learning.
Once a young woman has earned an initial degree or certification, there
are many good options to continue learning through seminars, professional association conferences, books, and online videos, communities
and courses.
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When it comes to the changing job market, a young womans creative

and original thinking skills can help her see beyond the status quo and
envision new possibilities. This capacity should help her imagine possible ways to match her picture of an ideal job to emerging occupations
or customized niches within existing occupations. As with the general
population, there is a subset of young women with AD/HD who have
strong interpersonal skills including sparkling personalities, charisma,
and empathy. Due to these innate traits, other people can be drawn to
these young women who, if given the opportunity and training, can
develop into excellent team members and leaders. Bestselling author
Daniel Pink maintains that empathy is an in-demand skill. He defines
empathy as the ability to stand in someone elses shoes, feel with their
heart, see with their eyes; it is hard to outsource and hard to automate.
Thats what makes it valuable. (Pink, http://cultureofempathy.com/
References/Experts/Daniel-Pink.htm) Some young women with AD/HD
develop empathy for others as they struggle to make it in a world that is
not AD/HD-friendly.
Understanding personal strengths and shortcomings and having a working knowledge of the needs of employers are critical components of
a successful transition from the world of school to the world of work.
Career coaching/counseling can provide a vehicle for young women with
AD/HD to develop these capacities. I will outline some of the process of
doing so in the following section.
Implications/ Recommendations for the Career Coach/Career Counselor
Given the tendency to have difficulty initiating, be disorganized, and
procrastinate, young women with AD/HD need their career coaches/
counselors to offer a structured and tailored approach. Identifying and
underscoring strengths is very important. Sari Solden recommends that
the career coach delight in the clients differences. Some recommendations for customizing your career coaching for young women with AD/
HD are presented below:
Career Assessment and Exploration
Thoroughly and carefully examine strengths and weaknesses. The
life stories exercise in What Color Is Your Parachute? For Teens, is a
wonderful way to uncover strengths. Help the client articulate interests
and passions. Tools like a scrapbook of accomplishments, and the life
stories and naming your interests exercises in What Color Is Your Parachute? For Teens can help a young woman articulate her interests. Likewise, assessment instruments such as the Self-Directed-Search (SDS) by
John Holland, PhD help a young person better understand her personality
style (according to Hollands RIASEC theory) and corresponding ocWinter 2012-2013......Career Planning and Adult Development JOURNAL......... 103

cupational possibilities. Helping young women with AD/HD articulate

what they are passionate about is key to their making a successful career
choice. As noted above, Helen Harkness asks her clients if they would
value and get meaning from solving a particular work-related problem.
If a client with AD/HD is working on a problem that fascinates her then
she is much more likely to focus, persevere, and follow through in order
to make a significant contribution.
It is quite important to help young women with AD/HD make sense
of the long list of options included in something like the SDS Report.
Working with them to identify a subset of five to six occupational titles to
research further is helpful.
Probe what gets in the way of her being successful and effective.
What makes it hard for her to get through a day? Read a book to its
conclusion? etc.
Help the client understand her interpersonal style and relational
skills/ difficulties.
Help the client consider some of the other factors that matter to her
in an ideal job, such as work environment, ideal community, salary/
level of responsibility, and goals/ values.
Put the seven factors that matter to her in an ideal job on one piece
of paper; the Parachute Diagram in What Color Is Your Parachute?
For Teens is a useful tool for this.
Help her winnow down the 5-6 job titles identified above to three job
titles that look like they are a good-fit match given all of the above.
Teach the client savvy self-advocacy skills.
Career Exploration and Research
Once the client has the narrowed the list of job titles to three, ask her to
research the employment market for those jobs. Helping a young woman
with AD/HD write out a project plan for conducting three to six informational interviews per prospective job titles and helping her schedule the
various tasks involved in making this happen on her calendar will be immensely helpful to her success at this juncture. I have found many of my
young adult clients have only a vague idea of the daily tasks involved in
various jobs and therefore have unrealistic expectations or illusions about
the fit between a desired job and the realities of the work. Informational interviews, job shadowing, and short-term internships can help a
young woman gain a more realistic view of the job titles that she is investigating. Accountability sessions are a great tool for reviewing progress
made and barriers encountered; they also encourage young women with
AD/HD to stay the course and follow through. Data collection sheets and
decision-making strategies are important. One decision-making strategy
that I share with clients is the Force Field Analysis model by Kurt Lewin.
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While first developed as a group process intervention, this model is easily described and is quite effective at helping individuals articulate the
pros and cons of the various options they are considering. (Justice and
Jamieson, p. 198)
Career Decision-making
Remind clients that this is only the first decision in what will most likely
be a constantly evolving career path. Your objective is to help the young
woman choose the best fit first job or career move. I regularly remind
clients that in the fast-moving job-free world of the 21st century, they
are deciding on a starting point. They will need to learn and grow, develop vibrant professional networks and continually survey the environment in order to maintain their marketability, make worthwhile contributions, and fulfill their own interests. This will help women with AD/HD,
who keep seeing new possibilities, limit themselves and take a step in a
particular direction.
The Job Search
The next step is to conduct the job search in order to land a job in her
chosen career field. Helping the client actually conduct the job search is
beyond the scope of this article; however the emphasis on providing encouragement, structure, and tools for data collection and decision-making
is similar to what has been described here.
Summary
In our increasingly competitive environment each young woman with
AD/HD will need to tailor-make her first career opportunity so that she
can lead with her strengths and minimize the impact of her AD/HD
symptoms. Often a woman with AD/HD is creative, has the ability to
laser focus on an area of interest, and can persist despite setbacks. While
a young woman with AD/HD may have these skills and other talents,
she is likely to have a difficult time with the career exploration, research,
and decision-making processes. Therefore, a young woman with AD/
HD has a much better chance of finding a good-fit career path if she
receives AD/HD-friendly career coaching/counseling. AD/HD-friendly
career coaching/counseling takes into account an understanding of AD/
HD as well as executive-function (EF) deficits and seeks to modify standard career development practices to highlight client strengths, mitigate
potential pitfalls, and help the client to successfully complete the career
planning process. While career coaches/counselors are not responsible
for diagnosing or directly treating AD/HD, a basic knowledge of the condition and how it can impact a persons planning process, daily functioning, and eventual success at work will help you help your clients achieve
better outcomes.
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References
Brown, Thomas E., Ph.D. (2006) Executive Functions and Attention
Deficit Hyperactivity Disorder: Implications of two conflicting views,
International Journal of Disability, Development and Education 53,
No. 1, March 2006, pp. 3546.
Bridges, William (1998), Where Have All the Jobs Gone?
Christen, Carol and Bolles, Richard N. (2010) What Color Is Your
Parachute? for Teens. Berkeley, California: Ten Speed Press.
Gardner, Howard. (2006) Five Minds for the Future. Boston, MA: Harvard Business School Press.
Guare, Richard Ph.D., and Peg Dawson Ed.D. (2004) Executive Skills
in Children and Teens Parents, Teachers and Clinicians Can Help. The
Brown University Child and Adolescent Behavior Letter. 20 (8)
(August 2004): 5-7.
Hallowell, Edward M., M.D. and Corman, Catherine A. (2006) Positively
ADD: Real Success Stories to Inspire Your Dreams. New York: Walker
Publishing Company.
Hallowell, Edward M., M.D. and Ratey, John J., M.D. (2005). Delivered
from Distraction. New York: Ballantine Books.
Harkness, Helen. (2008). The Yo Yo Model for Your Future Career:
Youre On Your Own.Career Planning and Adult Development Journal
24 (2), Summer 2008, 10 21. ISSN 0736-1920,
Holland, John L Ph.D., SDS Self-Directed SEARCH Form R, You and
Your Career, Psychological Assessment Resources, Inc., FL, 1977, 1985,
1991, 1994.
Pink, Daniel, Empathy, Facial Expressions, http://cultureofempathy.
com/References/Experts/Daniel-Pink.htm, Accessed, October 18, 2012.
Frontline, Defining and Diagnosing ADHD, http://www.pbs.org/wgbh/
pages/frontline/shows/medicating/adhd/, 1995- 2012, (Accessed October
1, 2012.)
Janus, Raizi, Dr., Fellman, Wilma and Marsala, Maria. Advanced Focus
Series, Finding the Right Career with ADD, p. 3) http://www.addvance.
com/bookstore/focus.html#right_career, (Accessed September 19, 2012.)
Justice, Thomas and Jamieson, David, Ph.D. (2006) The Facilitators
Fieldbook. New York: AMACOM.
Quinn, Patricia O., M.D. (2010). 100 Questions & Answers About
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Attention-Deficit Hyperactivity Disorder (ADHD) In Women and Girls.

Sudbury, MA.: Jones & Bartlett Learning.
Solden, Sari. (2005). Women with Attention Deficit Disorder Embrace
Your Difference and Transform Your Life. Nevada City California:
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About the author
Robin Roman Wright. is an AD/HD & Career Coach. She provides
coaching privately and through the Hallowell Center in Massachusetts.
She has been in business for over 10 years, providing coaching, training and consulting services. She conducted management development
workshops on leadership, diversity, time management, basic supervisory
skills and on-the-job training when she worked in the financial services
industry. She also led a business-school partnership for nine years. One
component of this partnership with a Boston, Massachusetts, middle
school involved designing and launching a model school-to-career
program. A few years later, she had the opportunity to be the Director of
Multicultural Services for an independent day school. She has presented
workshops at the American Society for Training and Developments
National Conference and Exposition, the CHADD Annual International
Conference (Children and Adults with Attention Deficit/ Hyperactivity
Disorder), The International Career Development Conference, the first
annual Massachusetts School-to-Work Conference and the fourth annual National Leadership Forum on School-to-Work Transition. She
earned the masters degree at the University of Chicago, School of Social
Service Administration, and is a Board Certified Coach with specialties in Executive/ Leadership Coaching and Career Coaching from the
Center for Credentialing and Education. She is a member of the International Coaching Federation and a Professional Member of ACO (ADHD
Coaches Organization). She is also a member of the National Association of Social Workers and the Career Counselors Consortium Northeast.
In addition, she is a member of the National Association of Colleges
and Employers and the American Society for Training and Development, connecting her to employer issues. She draws on her background
in counseling and human development as she helps clients identify their
skills, talents and gifts. She can be laser focused; she helps clients set
goals, move forward and stay on track. She received one of the Boston
Private Industry Councils Achiever Awards in 1994.
Contact her as follows: Robin Roman Wright, BCC, Career & AD/HD
Coach, 21 Central Street, Andover, MA 01810 USA.
(978) 447-1496. e-mail: coachrobin@leadershipandcareers.com
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