Trouble with Transitions

Fade In - Fade Out

Transition Trials

As we work our way from dawn to dusk — multi-tasking, time-slicing or hyperfocusing — the moment we realize that we must begin a particular task before we have completed what we are currently doing is the very stake in the heart of “trouble with transitions.”

But WHY are transitions so difficult?

Wait! Let’s ask a better question: who claimed that transitioning was supposed to be easy?  

ADD or vanilla, most of us have some degree of trouble with transitions —  a big-time reason why most of us reach the exhausted end of many a busy day with so many undone to-dos.

It is merely a trick of language that promotes the fallacy that we will be able to transition from one task to the next with the ease with which one image dissolves into another at the movies — or the way a really great cross-fade between tunes seems to sneak the volume of one song down just as the other comes up.

Easy? NO WAY!

How many times has an activity taken longer than planned because it was more complicated to BEGIN than you had envisioned?

Or maybe you got right to it, but you began tweaking pieces of the project and entered what I call the transition time-warp: one minute you are right on schedule, but when you look up a “moment” later, you’re way behind, and still need just another “moment” to reach a point where you feel like you can put it away.

And so it goes.

One of the primary reasons that transitions are so tricky . . .

Artwork courtesy of Phillip Martin

. . . is that we use only one word to describe two completely different processes

• Completion – transitioning out of
i.e., “putting away your toys”

and

• Preparation – transitioning into
-- i.e., “getting out the pieces of the new puzzle”

If that weren’t tricky enough, THEN we have to deal with the gap!

Unless you deliberately plan things another way, between the period where you “put away the toys” you used in the prior activity and get out new puzzle pieces, there almost always a brief period that is toy free:  THE DREADED GAP.

For some people, the gap is where transitions break down. 

  • They get stuck in that between-task “space of nothingness” far longer than the few moments it takes for others to move through it.
  • Some experience so much difficulty transitioning from doing nothing to doing something, that even the few brief seconds of most gaps might as well be quicksand.

Hang tight about the gap

Another article in this series will offer more help to you gap-challenged folk.  Let’s start with a little more about the transitions process, focusing on the first two transition challenges.

Transitions 101:

There is a way to teach yourself to navigate transitions, regardless of where the process breaks down for you, just as soon as you understand what you’ve got working for you and what you are going to have to avoid, ignore or overcome.

The most important thing for you to hold onto:
Folks who have never struggled rarely understand folks who do.

  • Trust Fund Babies can’t understand poverty;
  • Math geniuses don’t really comprehend the struggles of those with dyscalculia;
  • People who have perfect pitch will never appreciate the reality that “ear training” is impossible for the tone deaf.

The privileged unenlightened (who preface statements with words like “just” and “only” — as in, Just set an alarm, put away one project and go on to the next thing!” or
“It’s only a matter of setting your priorities)  . . . 
REALLY don’t get it.

  • EVEN if they had to put more than a little up-front time and effort into tasks that now seem so simple to them, they’ll never understand that it will not compare to the amount of time and effort that those of us with executive functioning struggles will have to spend to be able to manage at, by their standards, even the most rudimentary levels.
  • Few of the clue-free intend to be shaming or cruel when they use that “What-are-you-brain-dead?!” tone of voice – and they REALLY don’t get that that’s exactly how they come across.
  • They also don’t get that, since they are over-represented in the comments section of our lives, they leave us with a sense of disempowerment, rather than the opposite.

They can’t teach what they don’t know

Those who have never struggled have nothing to offer to those who struggle still.

The best teachers are almost always the ones who broke through their initial struggles to experience ease of accomplishment (at least some of the time).  They tend to be motivated, by a mixture of relief and empathy, to improve the lives of those who are still struggling.

In other words, as you work through your challenges, do your dardest to ignore the comments of the “just” and “only” crowd.  Smile, thank them for sharing, dust yourself off, and keep your eyes and ears open for models who seems like they have  been there, done that.

Meanwhile, keep reading this blog!

Anyone who knows me well can assure you that, not only have I been there, done that, I still go there regularly.

The difference now is my willingness and ability to keep “getting back on the horse” — along with a quarter of a century’s worth of experience with ADDers (and a frightening amount of brain-based information, that some would say borders on the obsessional).

As the late Thomas J. Leonard (the founder of the Coaching Profession and my first professional coaching mentor)
was fond of saying:

Information is the booby prize.

Still, I share what I’ve learned in the hopes that it will help most of my community at least some of the time – and that you will put it into ACTION in your lives.

Not everything will work for YOU, but simply knowing that you are not the only person who struggles in areas that seem to be relatively easy for many others will help. You will feel a great deal more positive about yourself, armed with enough self-esteem to continue your search for solutions.

Your best bet would be to work privately with a highly ADD-literate ADD Coach who can help you uncover the implications of your particular flavor of ADD to your particular functional profile.

THAT kind of coach will help you acquire the tools to allow YOU to keep getting back on the horse.

However, if you will keep reading (and DO the exercises suggested), you will probably be amazed at the improvements in your functioning, your sense of well-being, and your ability to accomplish what you set out to do.

So What IS a Transition?

Most of the people I asked to define the term said something like the following:

Transition?    It’s about going from one thing to another
 – getting from point A to point B!

Hardly!

It’s more accurate to say that during most transitions we are moving from A to Z –
passing a whole lot of tempting distractions along the way.

Webster’s New Collegiate Dictionary defines transition as:

passage from one state, stage or place to another: change;
a movement, development or evolution from one form, stage, or style to another.

Did you notice that “change” word?

Humans aren’t particularly comfortable when things change. Oh sure, as a therapist I know often said, everybody wants things to be different, but nobody wants life to change.

From a brain-based standpoint, change activates the “Danger, Will Robinson” part of our brain, the amygdala.

The neuroscience crowd has recently discovered that amygdala activation strongly correlates with a deactivation of the seat of our executive functions – exactly the areas we need to be on board and working well to be able to cope effectively with change, and exactly the areas ALREADY implicated in the challenges faced by those of us with executive functioning dysregulations.

No wonder we struggle!

Still, not all of us struggle with change to the same degree.

In particular, some of us seem to navigate transitions pretty darn well.  I’m guessing that anyone still reading is probably not a member of that particular tribe, however.

EVEN SO, those of us who struggle with transitions don’t always find the same parts of the transition challenging.

In fact, if you will pay attention (between now and the posting of the next article in this series), I’ll bet you will find that you tend to have a tougher time with one of the “coming out of/going into” stages of transitions than you do with the other (even if you already realize that you are seriously gap-challenged).

Coming up in this series, in addition to the promised gap content, we’ll take a look at the kinds of transitions that tend to Boggle those of us on team ADD, as well as some that might be making it tough for you to master tasks.

You will be asked to choose ONE of the non-gap phases to work on first, so DO make it a point to remember to notice which of the two is most problematic in YOUR life.  (If you’re flying coachless and REALLY want to get this bear behind you, read the linked Boggle and Taskmaster posts in the paragraph above, and do the work suggested there).

IN ANY CASE, stay tuned.  There’s a lot more to come.

As always, if you want notification of new articles in this series – or any new posts on this blog – give your name and email to the nice form on the top of the skinny column to the right.  (You only have to do this once, so if you’ve already asked for notification about a prior series, you’re covered for this one too) STRICT No Spam Policy

MORE Transition Articles on the way . . .

The Transition Series
(links turn red on mouseover, ONLY when they’re ready to go)

Other related articles on this site:

Remembrance of Selves Past

A not-so-new form of Self-advocacy

Practically all of us here in ADD-land have what the neuropsychs call “short-term memory deficits.”

Not only does that make it tough to run our lives, day to day, it also has a negative effect on what we are able to remember about our past.

Since one’s memories become the fabric of one’s sense of self, self-esteem can only be battered by the trade winds of today if you have no reliable sense of past to keep you moored.

It also makes it difficult to explain ourselves, our decisions, and our conclusions – even to ourselves!

Many of you who battled with teachers who accused you of cheating because you had the answer but couldn’t “show your work” know just what I mean by that statement.

Read more of this post

Naming the Game

The Name of the Game Determines the Rules

Line drawing of a woman advancing up a hill wearing a hard hat, mops & brooms over one shoulder, dustpan in hand, arm raise; over her head, in outlined letters, it says CHARGE!I tell my clients that part of the problem we have accomplishing specific tasks is a direct result of how we Name the Game.

HOW WE “NAME THE GAME” DETERMINES HOW WE PLAY

For example:

If the Name of the Game is clean-up-the-house, our mental To-Do list can include anything – from “defrost freezer” to “launder all slipcovers & bedding” to “remove, wash and wax ceiling fan blades.”

Lordy Mercy, as they say in the South, just shoot me now!

“Clean-up-the-house” is far too large a task to conceptualize without Boggle, making it all the more difficult for us to activate to take any steps at all.  So we usually don’t.

We agonize over our procrastination problem instead.

Since we have given our conscious mind little beyond a vague idea of what we mean by clean-up-the-house, our subconscious mind is clueless.  Round and round our brain it spins, seeking out all the bits and pieces filed under “cleaning,” “not clean” and “house.” Endlessly!

If we ARE somehow able to get ourselves going, broom, mop, and hardhat at the ready, most of us boggle somewhere early in the task, then wallow in the despair that comes from failing, yet again, to accomplish what we set out to do.

Then we agonize over our “follow-through” problem.

Read more of this post

ABOUT Distractions

NOTE: If you have not read The Dynamics of Attending, the article below will have greater impact if you do that first.
—————————————————————————————————————————————————————- 

Monkey Minds – The Dilemma of Distractability

A cartoon monkey climbing a tree trunk, attention elsewhere - obviously distracted

All distractions are interruptions, but
all interruptions are NOT distractions.

An interruption is a momentary disturbance in the projected flow of a physical or mental activity that creates a break in continuity for a relatively brief interval.

Inherent in the definition is the assumption that concentration will return to the interrupted activity, if appropriate, implying that the control of one’s focus is volitional – a factor of the “will-power” of the individual who has been interrupted.

distraction, on the other hand, is a disruption of an individual’s concentrated attention upon a chosen object of focus. The distinction between the two otherwise similar events is that a distraction is intrusive: it prevents effective operation of the first and third of the three Dynamics of Attending:

  • focusing on the intended object
    and 
  • sustaining the focus

As long as the second dynamic – shifting focus at will – operates efficiently, “one quick interruption” remains so.  Most people can get back on track effectively as long as the “distracting” event is not pervasive or repetitive.

Ay, there’s the rub!

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Symptoms of Attentional Struggles

Part 4 in the Intentional Attending series of posts – As I said in Part 3 (The Dynamics of Attending), one of the goals of ADD Coaching is to identify areas where our clients can improve on the intentional direction of attentive awareness.
—————————————————————————————————————————————— 

A man n a white lab coat stands behind a counter staring at beakers of various colored liquids, a bit dazed andperplexed

Dynamic Difficulties

Problems with any or all phases of The Dynamics of Attending are at the very heart of the ADD characteristics.

That is why many ADDers struggle to have much of a life beyond the all-too-familiar “mess it up, clean it up” cycle.

ADDers typically have impairments in at least one of the Dynamics, often all three in combination, which dominoes into problems with the  registrationlinking and retrieval stages of the memory process.

However, every single person living
has problems with each of the Dynamics of Attending
in some situations at some times –
which means they struggle with:
#1  - Focusing on the Intended Object 
and/or
#2  - 
Sustaining the Focus, and/or
#3  - Shifting Focus at Will

A few of the ways those occasional “mind blips” show up in our behavior provide very funny stories - afterwards. Unfortunately, some of them (or too many of them) lead others to conclude that we are not reliable and can’t be trusted — and to lead us to doubt our own talents and abilities as well.

Read more of this post

The Dynamics of Attending

Part 3 in the Intentional Attending Series of Posts – As I said in Part 2, Brain Waves, Scans and ATTENTION –  One of the goals of ADD Coaching is to identify areas where our clients can improve on the intentional direction of attentive awareness.

The ADDCoach.com™ Favorite Model of Attention

A small man in the foreground watches fearfully while a larger one in the background juggles planets, both in the clouds, surrounded by worlds.Problems Juggling the Elements of our Worlds

Similar to Sylwester’s three-part model of attention (described in the prior article of the Intentional Intending Series of posts), I, too, favor a three-part portioning of the attentional pie.

I have found it more useful from an ADD Coaching perspective to focus my own study and observation of attention on the tasks involved in three “sub-domains” of a particular area of  the Sohlberg/Mateer model: selective attention.

I refer to these three domains or sub-divisions, collectively, as

The Dynamics of Attending:

    1. Focusing on the Intended Object
    2. Sustaining the Focus
    3. Shifting Focus at will

Underlying each of the Dynamics is the same impaired element of cognition common to all of the Executive Functioning Disorders: VOLITION.

Read more of this post

Brain Waves, Scans and ATTENTION

Part 2 in the Intentional Attending Series of Posts –
As I said in Part 1, The Link Between Attention and ACTION, before I can explain what you need to DO to be intentional with attention, I need to explain a little more about the relationship between memory and attention – and before I can do THAT, we need to come to an agreement about the meaning of this “Attention” term! 

Brain Waves and Vibrational Frequencies

Drawing of a screen of medical monitor showing the up-down lines that indicate the functioning of what they are monitoring

ALL changes in attention and focus produce a variety of specific patterns in the brain.  These patterns can be recorded using technologies developed and refined since the 1990s, the ten year period that was declared The Decade of The Brain

Whenever our state of awareness and concentration changes,
brain waves change vibrational frequenc
y

A neurofeedback practitioner, for example, can tell by looking at an EEG read-out whether a person hooked up to a special computer is asleep or awake, strongly focused or daydreaming.

The REST of this article will help you understand how measuring brain waves relates to attention and what’s involved in becoming INTENTIONAL with your ATTENDING.

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TYPES of Attentional Deficits

Drawing of a brown-skinned man in a hat, walking through a shallow body of water, cat-tails growing in the background. He is about to be surprised by a crocodile because 100% of his attention is on a book in front of his face: Safety Tips.Attentional Deficits: Three Biggies

While ALL attentional deficits are, strictly speaking, neurological events – meaning that they are marked by changes in the pattern of brain waves and the location of area doing the work – it is useful to think about them in three separate categories:

  1. Physical
  2. Neurological
  3. Situational

Read more of this post

The Link Between Attention and ACTION

Awareness is a factor of ATTENTION!

Black and white drawing of a womans staring intently at something slightly to her right - eyes and eybrows onlyIn order to be able to take ACTION in response to information, a person must
retain an awareness of the information.

You can’t act on information you don’t recall – and you can’t possibly remember information about which you had no conscious awareness in the first place.

Nobody can ACT on information they don’t have.

Read more of this post

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