Attention-Deficit Hyperactivity Disorder in the Cultural Context

Tuesday, July 22, 2025, 12:00 AM - Friday, July 21, 2028, 11:59 PM

A Continuing Medical Education activity presented by the Stanford Center for Youth Mental Health and Wellbeing. This Native American Youth Mental Health ECHO didactic session features a presentation by Apurva Bhatt, MD on the Medical Side of Attention Deficit Hyperactivity Disorder (ADHD), followed by a presentation by Christina Cruz, PsyD on ADHD Within an Indigenous Cultural Context.

The information provided in the first presentation will help learners explain the differences between educational terms and medical diagnoses for ADHD, describe the process of psychiatric assessment and medication management for ADHD, and discuss commonly used medications in ADHD, including side effects to watch out for. The information provided in the second presentation will help learners recognize how physical activities and cultural connectivity can improve attention and learning for American Indian and Alaska Natives (AI/ANs), list three practical therapeutic approaches for working with Native youth presenting clinically with ADHD, and acquire new knowledge in understanding Attention Deficit Hyperactivity Disorder within an AI/AN cultural context.

Release Date: July 22, 2025

Expiration Date: July 21, 2028

Estimated Time to Complete: 56 minutes

Registration Fee: FREE

Activity and Learning Materials
Click Begin (at the top) to launch the activity. This session is part of The Native American Youth Mental Health ECHO Project. To learn more about this project and find additional resources, please visit the NAYMH ECHO Project Website.

AMA PRA Category 1 Credits™ (1.00 hours), AAPA Category 1 CME credits (1.00 hours), ACPE Contact Hours (1.00 hours), ANCC Contact Hours (1.00 hours), APA Continuing Education credits (1.00 hours), ASWB Continuing Education (ACE) credits (1.00 hours), Non-Physician Participation Credit (1.00 hours)

1. Explain the differences between educational terms and medical diagnoses for ADHD
2. Describe the process of psychiatric assessment and medication management for ADHD
3. Discuss commonly used medications in ADHD, including side effects to watch out for
4. Recognize how physical activities and cultural connectivity can improve attention and learning for AI/AN youth.
5. List practical therapeutic approaches for working with Native youth presenting clinically with ADHD.
6. Acquire new knowledge in understanding ADHD within an American Indian and Alaska Native cultural context.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

Credit Designation 
American Medical Association (AMA) 
Stanford Medicine designates this Enduring Material for a maximum of 1.00 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Accreditation Council of Pharmacy Education (ACPE) 
Stanford Medicine designates this knowledge-based activity for a maximum of 1.00 hours. Credit will be provided to NABP CPE Monitor within 60 days after the activity completion. UAN: JA0000751-0000-25-010-H04-P

For Pharmacists to Claim ACPE Credit: Pharmacists must submit to us their NABP e-Profile ID and Date of Birth for credit to be reported to CPE Monitor. If you wish to claim ACPE credit, please enter your NABP ePID# and Date of Birth in your CE Profile. Log in to Stanford's CME portal > My CE > Profile tile > Credentials > Select NABP ePID# from the drop down and enter your ID number. Please also enter your Date of Birth (month and day) in your profile under Basic Information.  The field will appear when you select your Profession as Pharmacist.

American Nurses Credentialing Center (ANCC) 
Stanford Medicine designates this Enduring Material for a maximum of 1.00 ANCC contact hours.  

ASWB Approved Continuing Education Credit (ACE) – Social Work Credit 
As a Jointly Accredited Organization, Stanford Medicine is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this activity receive 1.00 continuing education credits.

American Academy of Physician Associates (AAPA) - Enduring Materials 
Stanford Medicine has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This enduring activity is designated for 1.00 AAPA Category 1 CME credits. Approval is valid until 06.11.28. PAs should only claim credit commensurate with the extent of their participation. 

American Psychological Association (APA) 
Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. 

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008.  If you have needs that require special accommodations, including dietary concerns, please contact the CME.

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health

References

1. Camera, L. (2020). School Suspension Data Shows Glaring Disparities in Discipline by Race. U.S. News. Retrieved 3/10/2024 from https://www.usnews.com/news/education-news/articles/2020-10-13/school- suspension-data-shows-glaring-disparities-in-discipline-by-race

2. Cruz, C. (2020). Indigenous Perspectives of Wellness and Psychotherapy in an Urban Area waštito? y? Bridging Within Worlds (Doctoral dissertation, John F. Kennedy University).

3. Disability Rights of California. (2014). Tips for Parents of American Indian Children & Youth Receiving Special Education Services | Disability Rights California Retrieved 3/11/2024.

4. Fast, E., Lefebvre, M., Reid, C., Deer, B. W., Swiftwolfe, D., Clark, M., ... & Mackie, R. (2021). Restoring our roots: Land-based community by and for Indigenous youth. International Journal of Indigenous Health, 16(2).

5. Fellner, K. D. (2019). Iskotew & crow: Reigniting narratives of Indigenous survivance & trauma wisdom in the classroom. In S. Carr-Stewart & J. Ottmann (Eds.), Promises & issues: Indigenous education in Canada. UBC Press.

6. First Nations Health Authority. FNHA-What-is-Land-Based-Treatment-and-Healing.pdf

7. Lefler, E. K., Hartung, C. M., Bartgis, J., & Thomas, D. G. (2015). ADHD Symptoms in American Indian/Alaska Native Boys and Girls. American Indian and Alaska native mental health research (Online), 22(2), 23–40. https://doi.org/10.5820/aian.2202.2015.23

8. Ljubicic, G. J., Mearns, R., Okpakok, S., & Robertson, S. (2021). Nunami iliharniq (Learning from the land): Reflecting on relational accountability in land-based learning and cross-cultural research in Uqšuqtuuq (Gjoa Haven, Nunavut). Arctic Science, 8(1), 252-291.

9. Mason, W.A., Rentschler, J.K., Habecker, P. et al. Social Network Analysis of Diffusion Among American Indian Youth in a Culturally Adapted, Family-focused Prevention Program. Prev Sci 24, 728–738 (2023). https://doi.org/10.1007/s11121-023-01490-9

10. National Center for Education Statistics. (2023). Students With Disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved 3/10/2024 from https://nces.ed.gov/programs/coe/indicator/cgg.

11. Sommerfeld, J. Danto, D. (2019). Indigenous land-based interventions and nature-oriented wellness programs: Commonalities and important differences. Journal of Concurrent Disorders: Vol 1(3), 37-45.

12. Yetter, G., Foutch, V. M. (2017). Comparison of American Indian and non-Native BASC-2 Self Report Adolescent Scores. Vol 24(3). Centers for American Indian and Alaska Native Health, Aurora, Colorado."

Resources

1. Children and Adults with Attention Deficit Disorder (CHADD): http://www.chadd.org/

2. National Attention Deficit Disorder Association: http://www.add.org

3. The National Association of School Psychologists: http://www.naspweb.org.

4. Learning Disabilities Association, California Chapter: http://www.ldaca.org

5. Support for Families: http://supportforfamilies.org/resourcesaddpacket.html

6. Smart but Scattered: The Revolutionary ""executive Skills"" Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard Guare

7. Smart But Scattered (available in a childhood edition addressing concerns for children ages 4-13 and an adolescent version)

8. The Survival Guide for Teenagers with LD, (1993) Rhoda Cummings, ED.D and Gary Fisher PH.D. Free Spirit Publishing Inc. Minneapolis, MN 55401

9. A Mind at a Time (2003), Mel Levine, M.D, Simon and Schuster Publishing. A positive approach to the adolescent with learning differences. Emphasizes teaching how to be in charge of the learning process. Also recommended is The Myth of Laziness.

10. Driven to Distraction (1994), Edward Hallowell and John Rattey

11. Taking Charge of ADHD: The Complete, Authoritative Guide for Parents, by Russell A. Barkley

12. Classroom Interventions for ADHD, by Russell Barkley and other ADHD experts

13. The Survival Guide for Kids with ADD or ADHD, by Johen Taylor

14. Raising Your Spirited Child: A Guide for Parents Whose Child Is More Intense, Sensitive, Perceptive, Persistent, Energetic by Mary Sheedy Kurcinka

15. Parenting With Positive Behavior Support: A Practical Guide to Resolving Your Child’s Difficult Behavior by Meme Hineman, Karen Childs and Janet Sergay

16. The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children by Ross W. Greene

17. Steps to Independence, by Bruce Baker and Olivia Brightman

18. “How to Talk so Little Kids Will Listen: A Survival Guide to Life with Children Ages 2-7” (series with different options for other ages including older kids and teens) - Adele Faber & Julie King

19. Learning To Slow Down & Pay Attention: A Book for Kids About ADHD, by Kathleen G. Nadeau and Ellen B. Dixon

20. Putting on the Brakes: Understanding and Taking Control of Your ADD or ADHD, by Patricia O. Quinn and Judith M. Stern

21. Putting on the Brakes Activity Book for Kids With ADD or ADHD, by Patricia O. Quinn and Judith M. Stern

22. Get Organized Without Losing It (Laugh And Learn), by Janet S. Fox

For Native American Youth Mental Health ECHO Project Team question, please contact
     Email: [email protected]

For CME general questions, please contact 
     Email: [email protected]

Mitigation of Relevant Financial Relationships

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

There are no relevant financial relationships with ACCME-defined ineligible companies for anyone who was in control of the content of this activity, except those listed in the table below. All of the relevant financial relationships listed for these individuals have been mitigated.