Introduction 8
Introduction to the Guide 10

Understanding Inattentive and Distracted Children 13
1 Rediscovering Children 14
2. Use of psychological tests 30
3 Drug treatment 48
4 Parenting Education 56

Classroom Intervention Guide for Counselor Teachers 65
1. Communicating with your homeroom teacher 66
2 Communicating with Parents 80

Nurturing the Mind of an Inattentive and Distracted Child 93
1. Promoting Mindfulness in Inattentive and Distractible Children 94
Activity 1.1 Observing Snowballs 98
Activity 1.2 Making a Sparkling Heart Bottle 99
Activity 1.3: Breathe while counting 102
Activity 1.4 points Concentration Meditation 105
Activity 1.5 Various breathing exercises 107
2. Promoting Emotional Awareness in Inattentive and Distractible Children 110
Activity 2.1 Reading My Mind and Body 119
Activity 2.2 Mood Triggers 121
Activity 2.3.
minute.
avarice.
affection.
127
Activity 2.4 My Mood Thermometer 129
Activity 2.5 Five Things in My Mind 132
Activity 2.6 Mind Weather Caster 135
Activity 2.7 Mood Bingo Game 140
Activity 2.8 Mood Label 143
Activity 2.9 What Color Is My Mood? 147
3. Improving Problem-Solving Skills in Inattentive and Distractible Children 150
Activity 3.1 The Pearl Story ─ Jin.
main.
article.
dog.
all.
155
Activity 3.2.
main.
article.
dog.
all.
Storytelling 159
Activity 3.3 I'm a Counselor! 162
Activity 3.4: Counselors Need Counselors Too! 165
4. Promoting Peer Relationships in Inattentive and Distracted Children 169
Activity 4.1 Special Play 174
Activity 4.2 Sandwich Technique 1 177
Activity 4.3 Sandwich Technique 2 181
5. Improving Attention and Memory in Inattentive and Distractible Children 185
Activity 5.1 Self-Observation Techniques 194
Activity 5.2: Focus on Self-Talk 198
Activity 5.3: A Tale of Two Tails 200
Activity 5.4 One, Two, Three, Transformation! 201
Activity 5.5 Where Did It Go? 202
6. Boosting Self-Esteem in Inattentive and Distracted Children 204
Activity 6.1 Inside Out: How I See Myself vs.
How Others See Me 210
Activity 6.2 Magic Power Box 212
Activity 6.3: 215 Famous Scenes from My Life Movie
Activity 6.4 Magic Shield 219
Activity 6.5 My Care Umbrella 222
7 Program Examples and Common Activities 225
Activity 7.1 Self-Introduction 233
Activity 7.2 This has been reporter ○○○ 234
Activity 7.3 Group Rules and the Fun Calculator 235
Activity 7.4 Visible Glass Bottle 238
Activity 7.5 My Guide Map 239
Activity 7.6 Wrap-up and Party 240

Reference 242
About the Author 244

『Raising a Colorful and Shining Mind - Cognitive Behavioral Therapy Program for Inattentive and Distractible Children』(Guideline) is a psychological counseling/treatment guideline for children aged 8 to 13 who exhibit problems related to ADHD.
This program can be applied to any child who has difficulty sustaining attention and controlling impulses compared to their peers, regardless of whether they have been diagnosed with ADHD.
Children with ADHD often receive negative evaluations from parents, teachers, and friends because they are unable to control their behavior.
These children may have a harder time paying attention, completing tasks on time, or responding appropriately to situations than their peers, but they may excel in areas such as sparkling curiosity, vivid imagination, empathy, and creative problem-solving skills.
Therefore, if they can learn and practice the skills they need, they will be able to live smoothly at home, at school, and even in society, leveraging their strengths.
This book is a guidebook designed to help inattentive and distractible children regain their strengths, and is composed of three parts.
Part 1, 'Understanding Inattentive and Distracted Children', first explains that the problem behaviors of children with ADHD are not caused by neglect or rebellion toward their guardians or school teachers, but rather by problems with brain function.
Then, after examining the difficulties that children with ADHD experience in learning and interpersonal relationships, we examined the 'mind-building' process and its prerequisites for improving ADHD-related problems.
Chapter 2 introduces several free and paid screening tools necessary to identify the causes of problems exhibited by children with ADHD, such as the Connors Short-Form Rating Scale, the Attention Rating Scale, the Child Problem Behavior Screening Test, and the Child Behavior Rating Scale, and points out things to keep in mind when diagnosing ADHD.
Chapter 3 then examines the understanding and misunderstanding of medication known to be effective in treating ADHD, the importance of individualized medication treatment, and outlines what children, guardians, and school teachers should do when receiving medication.
Chapter 4, the last chapter of Part 1, covers how to teach parenting techniques based on the principles of ADHD cognitive behavioral therapy to parents of children with ADHD to maximize the effectiveness of treatment/counseling.
Part 2, 'Classroom Intervention Guide for Counselor (Teacher)', covers classroom intervention guidelines for counselors (teachers) who work in schools as well as counseling settings such as counseling centers or clinics. It contains methods for communicating smoothly with homeroom teachers and parents of children with attention problems to help them at school and at home.
Part 3, “Developing the Minds of Inattentive and Distracted Children,” presents methods to improve the various difficulties exhibited by children with ADHD.
That is, the main contents cover theories and activities that promote (1) mindfulness, (2) emotional awareness, (3) problem-solving skills, (4) peer relationships, (5) attention and memory, and (6) self-esteem.
For the convenience of counselors/counselor teachers, each activity is introduced, and the activity content, materials to prepare, progress order, tips for counselors, and 'seeing the effect twice' are presented, while ideas for modifying the activity according to the situation are provided.
In addition, by including examples of session operation and program composition, it helps even counselors/counselor teachers with limited experience in counseling children with ADHD to systematically structure the program.
This program is generally based on 10 sessions, but can be conducted flexibly depending on the child's characteristics, user's capabilities, and environmental conditions.
Additionally, we have added educational guidelines for parents/homeroom teachers as an appendix to help you ask your child's parents or homeroom teacher for help.