As a therapist, I feel like I spend most of my time providing psycho-education to new clients.  I teach people about what therapy is, how it works, the purpose of it, and answer clarifying questions/expectations while building rapport and boundaries.  I teach clients about confidentiality and informed consent.  I teach clients about what stays private and what I can share with others and the reasons why I can share.  I teach them pro-social coping skills, like how to deep breath, how to limit their distraction, and how to self-regulate.  I teach people about their mind-body connection; how their sleep and exercise affect their overall moods; even how to name and recognize feelings. 

I also spend a lot of time teaching my clients how to notice their own Cognitive Distortions and ways to change them in real-time.  I also teach them about their diagnoses, symptoms, and ways for them to handle their newly diagnosed self.  Sure, there’s a lot of things that a person can learn but there are also things that a person has yet to learn even after a few hour-long sessions.  One thing, however, that is important for them to learn is about what their diagnosis is and the ways to productively and pro-socially live with their diagnosis.  A few weeks back, a client proudly announced to me that they had gone through the Fresno Family Therapy blog reading the articles that I had been writing.  He told me that I was a great writer and explained that one of his favorite articles was the one I wrote about the similarities between depression and Eeyore.  (You can find that here… Four Ways Depression Changes You as Told Through the Eyes of Eeyore – Fresno Family Therapy )  He then asked me if I thought Tigger had ADHD.  Well, before I answer that, I would have to say that I love Winnie the Pooh and any time I get a chance to think about Winnie the Pooh (or write about it) is a chance I am willing to take.  This client’s question not only allowed me to think about my favorite Disney characters but also posed a question to me, which was … if Tigger has ADHD, how can this symbolic character teach us the difference between the way ADHD works in children compared to the way ADHD works in adults.  In this article, I will tackle just that – two very important questions: (1) does Tigger have ADHD and (2) what is the difference between adults and children who have ADHD?

What is AD/HD?

AD/HD is a condition in the brain that makes it difficult for a person to focus, sit still, concentrate, and stop themselves from acting out on their impulses.  While many people think that children, and adults alike, are just being lazy or undisciplined, the person is just letting their brain work for them.  While there are three separate presentations of AD/HD, the most known one is the Hyperactive/Impulsive type which leaves the person feeling restless, acting without thinking, and even acting out on their impulses.  The other two types (although less known) include Inattentive (where the person feels disorganized, forgetful, and distracted) and the Combined Presentation type (where the person experiences symptoms that are both hyperactive/impulsive in nature but also inattentive).  There are many myths about AD/HD which include: that this is a behavioral disorder resulting from bad parenting, is just a kid’s issue, the symptoms have to be seen by others, and this is a sign of low intelligence.  Again, these are just some of the myths; meaning that these are not true statements because those with AD/HD (both children and adults alike) have many wonderful qualities, such as: being quick thinkers, feeling energetic and creative, and often excellent in fast-paced environments, especially those that are hands-on.  The only difference is (and perhaps this is not a difference at all because I know I need some of these very same tools) that those who have been diagnosed with AD/HD usually learn through visuals or short-stories/videos, and often need breaks to move around in order to be their most successful.  In fact, the National Institute of Mental Health explains that “ADHD is a disorder that makes it difficult for a person to pay attention and control impulsive behaviors. He or she may also be restless and almost constantly active.”

Who is Tigger?

Tigger is a fictional character from A.A. Milne’s Winnie the Pooh stories.  Tigger first appeared in the book “The House at Pooh Corner” that came out in 1928 where he became one of the beloved characters in the Hundred Acre Wood.  There is even a wonderful song that describes the “bouncy, trouncy, flouncy, pouncy” way that Tiggers are in the world.  But some of the other enamoring traits that Tigger possesses are his hyperactivity and energy; his friendly and outgoing nature; his optimism and confidence; and even his ability to be unique.  Many of Tigger’s qualities closely resemble that of Attention Deficit/Hyperactivity Disorder).  

Types of AD/HD

According to ABM Health Services, “Attention-Deficit/Hyperactivity Disorder is characterized by hyperactive behaviors that are extreme for a particular developmental period, persistent across different impairment situations, and linking to significant impairments in functioning. There may be particularly difficulty controlling their activity in situations that call for sitting still such as classrooms. They may also experience difficulty getting along with peers caused. By aggressive and intrusive behaviors, difficulty noticing subtle social cues, and being singled out very quickly and rejected or neglected by peers.”  Further, AD/HD is a neurodevelopmental disorder that affects a person’s ability to pay attention, control their impulses, and even control their activity levels.  AD/HD is typically divided into three types, including:  (1) primarily inattentive, (2) primarily hyperactive and impulsivity, and (3) combined presentation of inattentiveness and hyperactivity.  Let’s break these three types down individually:

Primarily Inattentive 

This is the type of AD/HD that was once referred to as ADD and is one of the three types of Attention-Deficit/Hyperactivity Disorder according to the DSM-5.  However, unlike the hyper/impulsive type, people with this type of AD/HD often struggle to maintain focus, attention, connection, and organization.  They do not display forms of hyperactivity or impulsivity and because of that lack of hyperactivity and impulsivity, it is often overlooked in quiet students, high achievers, girls, or anyone who is not disruptive.  Some key characteristics include the person seeming “checked out” or appearing to daydream often; avoiding tasks that require longer periods of time (for instance, writing papers, studying for tests), being distracted easily, struggling to keep their attention on tasks that take more time and/or even conversations where they do not feel heard, and people often fail to notice important details (like for instance a math test; I’m sure many people are like me and have struggled to keep their attention on a math test from time-to-time).  The important things to remember here, though, are that symptoms have to be present for six or more months, the person has to experience their symptoms in two or more settings (so, commonly that’s like noticing symptoms at school and at home), had these symptoms begin before the age of 12 years old, and these symptoms must have caused them significant impairment in their academic, social, and work/school life.

Let’s use the example of Shaun.  Shaun is a 37-year old software developer who is both talented and intelligent.  He works for a mid-sized tech company and finds that people often turn to him to help them with their problems.  While he is known for his creative problem solving approach, he often struggles with deadlines, follow-though, and organization.  He was only recently diagnosed with AD/HD after he went to see a therapist thinking what he was experiencing was burn out.  As Shaun explained that he felt “lazy” and didn’t have any follow-through, the therapist asked more questions.  Turns out Shaun struggled to keep his focus and attention on medial tasks, meaning that he would commonly zone out during meetings, jumped between browser tabs, and often struggled to keep his focus when his boss would relay information to him.  Shaun also relayed to his therapist that he felt forgetful (he would regularly be late for work deadlines, forget why he would go into a room, and would make coffee but rarely drank it before it got cold), disorganized (he did not know how to unclutter his desk and keep it clean), struggled with procrastination (Shaun admitted to the therapist that he often misjudged how long a task would take and would put off the task longer than he should), and felt like he was underachieving (Shaun told the therapist that while he knew he was smart, he struggled to keep up with his peers and often experienced “imposter syndrome”).  Shaun’s therapist quickly understood the problem – Shaun was struggling with AD/HD-Primarily Inattentive type.  After talking with his therapist, Shaun was referred to a psychologist who worked closely with him on a diagnosis and, guess what, the therapist was right!  Now Shaun understands that he needs to attend regular therapy to work on finding coping skills that work well for him, set up task timers so he doesn’t allow himself to get too far behind, learned that he was not flawed, and with support from his therapist, now finds himself prevailing at his job and growing his sense of confidence.  

Ella, on the other hand, is nine years old and in the fourth grade.  Her teacher’s name is Miss Humphrey (with the “p” pronounced) and her favorite subject is history.  Ella especially enjoys drawing and reading fantasy stories.  In class, Ella is very quiet.  Miss Humphrey describes Ella as a polite, well-behaved, imaginative, and interested child who seems “off in her own world” most of the time.  Recently, Ella has begun to struggle with keeping her attention in class.  She’s falling behind in her studies, even in history, even though it is clear that she understands the material.  Ella is often perceived as “spacey” or “not trying hard enough” by her parents and teachers.  One night, Ella’s mom tells her that she “just need to pay attention, you could be doing so much better.”  This only upset Ella and made her feel frustrated, confused, and like she was not smart enough to pass her classes.  Because of this, Ellas’ parents and teacher fill out an AD/HD behavior rating scale, which leads the school psychologist to eventually diagnosing Ella with AD/HD, predominantly inattentive presentation.  This diagnosis helps the adults around Ella see that she is not lazy while helping Ella understand that she was not, in fact, stupid.  Sure, she needed some support (you know like a routine, some visual reminders, and checklists) but overall Ella is able to see that while her brain struggles with attention, she can still learn.  This eventually helped Ella get back on track.

Now, let’s use the knowledge that we already know to draw the conclusion that if Tigger from Winnie the Pooh had AD/HD, primarily inattentive type, he would be very different from that of who he is.  If Tigger were to experience the inattentive type, he would be easily distracted (maybe he would stare off into the distance while Pooh tells his stories), he would be disorganized and forgetful (maybe he’d forget Eeyore’s birthday or not be able to help Eeyore find his tail), or even struggle to focus (maybe he’d zone out while Owl explained something, even if he really wanted to pay attention).  No matter what though, Tigger would struggle with following through, appear “spacey” and possibly have low self-confidence.  But is this how Tigger is?  Hardly.  One of my favorite quotes about Tiggers is “The wonderful thing about Tiggers is Tiggers are wonderful things.”  And aren’t we all?! Instead of Tigger being overly confident and impulsive, which he really is, this version of Tigger would seem quiet, thoughtful, and even withdrawn.  But this is not the real Tigger; instead, Tigger clearly shows signs of Hyperactive-Impulsive AD/HD just the way he was written.  

Primarily Hyperactive and Impulsive

This is the type of AD/HD that is defined in the DSM-5 as a person who has attention-deficit/hyperactivity disorder (AD/HD).  This type of AD/HD is seen as those who have excessive movement, impulsivity, restlessness, stubbornness, and more. These symptoms exist without significant inattention symptoms.  This type of AD/HD is often noticed in younger children because the behaviors can be seen easily.  Maybe the person is loud; perhaps they are disruptive; maybe they can’t sit still, have impulsivity, or even appear restless.  No matter what though, these behaviors are physically obvious.  Just like the inattentive type though, a person must exhibit symptoms for a period of six months or longer and these behaviors must impair the person’s ability to function.

Simply put, the inattentive type has traits of being disorganized, forgetful, mentally checked out (I called it “spacey” above!), and even gets easily distracted.  The hyperactive-impulsive type includes being physically restless, talking excessively, and even doing things without thinking.  The combined type includes both sets of these symptoms significantly impairing the person’s life. 

Symptoms of hyperactivity include:

• Always “On-the-Go” 
• Unable to Play or Engage in tasks quietly
• Fidgeting and Squirming in their set; unable to sit still.
• Leaving their Seat when expected to sit still and do a task
• Restlessness
• Talking Excessively

Symptoms of impulsivity include:

• Difficulty waiting for their turn to happen
• Blurts out answers before questions are finished being asked
• Interrupts or intrudes on others (for instance, cuts in line or cheats at a game or even butts into a conversation that they were not invited to be a part of)

More specific examples of an adult with AD/HD include: feelings restless, unable to sit still during long meetings, speaking without thinking or regretting speaking after having already spoken up, spending money frivolously, making poor decisions, frequently cutting into conversations, struggling with patience, struggles to wait their turn, and struggles to follow certain rules and routines.  Liam is a 29-year-old lawyer who is new to his firm.  He goes to therapy after one of the partners at his firm recommended he talk to someone about his increasing difficulty staying on task and controlling his emotions during his cases.  Liam tells his therapist, “I have always had a lot of energy but now all of my energy is annoying everyone and is really messing things up.”  Liam’s therapist asks him for other symptoms where Liam states that he struggles with feelings of restlessness, worthlessness, struggles with impulsivity, blurts out answers (even in the court room), and despite the behaviors, his intelligence and outgoing personality allowed him to get through school as a straight A student.  As an adult, Liam’s symptoms have become more disruptive.  Liam shares that he often interrupts his co-workers, the other council (you know the other attorney involved on the other side of the case), and feels like the majority of the fights/disagreements he has with his fiance are centered around his inability to listen.  The therapist asks several questions before Liam shares that despite knowing his cases, having charisma to work over a court room, and the enthusiasm to win most cases, his impulsive behaviors and feelings of being disorganized cause him to forget things when put on the spot.  Liam also reports having a low self-esteem, is chronically frustrated with himself, and reports that he is “always messing things up” at work and in his relationship.  The therapist chooses to send Liam to a nearby psychologist where Liam is diagnosed with AD/HD.  When Liam returns with his diagnosis, the therapist is able to help Liam understand that AD/HD is a neurological condition and not a character flaw; works on impulse control techniques, learn mindfulness and self-regulation, learn how to manage his time productively, and manage his feelings of restlessness with such things as physical exercise.

Marcus is a 44-year-old single father who brings his 6-year-old daughter, Lillianna, to a child psychologist after receiving repeated behavioral reports from her school.  He describes Lillianna as “sweet but constantly moving, loud, makes weird noises and statements, and she just never seems to be able to slow herself down long enough to really make a difference in her behaviors.”  Marcus reports feeling concerned about Lillianna’s behavior as it is beginning to affect the way that she is learning and the link she has to her friends and those in her social circle.  Lillianna is a first-grade student who has no known developmental delays, is very verbal and gets really good grades.  She lives with her father ever since her parents divorced two years ago.  She comes off as sweet and kind, offers to help the psychologist with remedial tasks, but talks non-stop, even in the psychologist’s office.  Marcus tells the psychologist that Lillianna never sits still, tells of an experience of how she cannot sit still even when watching television, she interrupts her teachers/friends/dad constantly, and gets overly emotional when things don’t get her way and struggles to not grab/touch/yell out and more.  Marcus admits that while he initially thought it was “just Lillianna being full of energy”, the many school concerns pushed him to bring Lillianna to see the psychologist.  While in the office, the psychologist provided different behavior rating scales for the school and Marcus to complete.  And while there was no evidence of a learning disability, anxiety, or a mood disorder, the psychologist chose to reach out to Lillianna’s teacher with the permission and signed ROI (Release of Information, make sure you get one too because that’s what allows people to talk to one another) from Marcus.  Lillianna’s teacher, Mr. Lompot, reported that Lillianna gets out of her seat frequently, calls out answers in class, interrupts other students during group work, struggles to follow classroom routines, struggles to wait her turn, and feels that many of her classmates avoid playing with her because she comes off as “bossy, loud, and not one who listens or follows rules of the game.”  After forming the diagnosis that Lillianna has AD/HD, hyperactive and impulsive type, the psychologist created a treatment plan for Marcus to use for Lillianna at home (to engage in a structured parenting course to learn what consistent discipline can consist of, how to appropriately use positive reinforcement, and ways to manage her impulsive behaviors without the use of punishment), supports for school (where Lillianna sits near the teacher, moves during breaks, imbedded positive reinforcement for self-control, and even setting rules/posting visual rules for all students), and emotional coaching for Lillianna (teaching her about emotions, self-regulation, and how to refrain from her own feelings).  This case shows how AD/HD – hyperactive/impulsive type can be present in young girls, and how it’s often misunderstood as “just being energetic”.  With this diagnosis, parent education, school accommodations, and more, Lillianna can feel stronger and Marcus can be empowered as Lillianna’s father.

Tigger, while a fictional character from Winnie the Pooh, is highly energetic, feels confident, and is a social creature.  Sure, he hangs out with other animals in the Hundred Acre Wood, he does have good friends.  Still, let’s pretend that Rabbit has referred Tigger to see the Owl.  (Let’s face it, Owl is like the most advanced and the smartest one out of the bunch.)  Rabbit goes to Tigger and tells him that he would like to have Tigger see Owl with him.  Rabbit says, “I’ll go with you too; I’m just concerned because I’m your friend.”  “What does Rabbit have to be concerned about?” thought Tigger but he still decides to go.  When he goes with Rabbit to see Owl, Owl is told that Tigger is struggling to keep up with the rules, regularly acts without thinking, and bounces all over the place.  Rabbit explains that Tigger is disruptive and always wants to be around everyone else in the Hundred Acre Wood.  But Tigger sees this as him being friendly and tells Owl that he doesn’t like to sit still because that’s not “what Tiggers do.”  He also says that following directions is not fun unless it’s when Roo and him are bouncing, and even that he does not see anything wrong with him bouncing and trouncing everywhere he goes.  Still, Rabbit remains concerned that Tigger doesn’t like to be quiet, disrupts Rabbit’s garden, struggles to problem-solve, always moves around, and talks over others.  Tiggers also interrupts others, dominates the conversation, and always seems like he is driven by a motor.  “He just goes-goes-goes,” Rabbit disheartedly explains.  Owl asks Rabbit and Tigger if Tigger has any impulsive tendencies as well.  To this Rabbit explains that Tigger is always blurting things out, shares his opinions without thinking, and jumps ahead in games/stories/plans, and never waits his turn.  Tigger, now sad thinking that his friend does not like how he is, says “I guess that’s true but I never saw it as me intruding.”  Tigger explains that he does go to Eeyore and Pooh’s house, often uninvited but that he likes to make them feel important and like he remembered them.  Rabbit says, “Well, that’s fine because I know they like it when you just pop up but what about all the tree climbing and the bouncing you do with Roo even when Kanga asks you not to?”  Tigger, still sad, responds by saying: “I know I do that but I also help you guys too.  I like being around you guys and I like feeling friendly; I’m a pretty loyal friend and I know I have plenty of good ideas to share.”  Owl, still perched in his tree, looks questioningly at Tigger and says “We all love you Tigger, that’s why Rabbit asked us all to talk today; Rabbit is just concerned about how you disrupt things sometimes and how your very high-energy alienates and sometimes hurts the people around you.”  Tigger is then asked to tell of a time when he did not feel bouncy, trouncy, and all over the place, which Tigger reported that he always feels this way because “that’s what Tiggers do.”  Together, Rabbit, Owl, and Tigger work to create different strategies, such as with peer sensitization (Owl has agreed to talk to everyone in the Hundred Acre Wood about what AD/HD means and how they can help Tigger), social coaching (working with Tigger to learn how to use his active listening skills, build up a tolerance for personal space and taking turns, and do this in a way that his most trusted friends – Roo and Kanga – practice this with him), and even behavioral strategies (only giving Tigger short tasks, having “bounce” breaks so he can release all of his energy, having “bouncy-trouncy” time where he can learn to put off his need for immediate release until a structured time, and even having clear routines).  While no one is asking for Tigger to completely change, there will need to be a time for him to be, well, him and a separate time for him to work on himself and include himself with his friends.  Doing this will allow Tigger the opportunity to have structured support, understanding friends, and even the tools he needs to thrive in the Hundred Acre Wood.

Combined Presentation

AD/HD with combined presentation is one of the three types of Attention-Deficit/Hyperactivity Disorder as defined by the DSM-5, which if you’ve read any of my articles before, you know that the DSM is where mental health clinicians go to diagnose those we see.  Still, this combined presentation works to show that a person has both of the other types that are listed here.  The presentation of a person with this type of AD/HD will show significant impairments inattention (you know, the forgetfulness, the being easily distracted or disorganized, or even struggling to pay attention or keep paying attention) AND hyperactivity/impulsivity (the restlessness, interrupting, having a hard time waiting for their turn).  To be diagnosed with this type of AD/HD, the person must have symptoms for a minimum of six symptoms for inattentiveness, hyperactivity, and even impulsivity.  (Please note that for those older than 17, they must have five symptoms.  Please see above for those symptoms.)  Common behaviors include constantly fidgeting and not being able to sit still, frequently losing things like the keys to their car, making careless mistakes, not listening to overall directions, talking excessively, blurting out answers to questions, having a hard time sitting still, and/or even zoning out.  AD/HD is one of the really hard diagnoses though because what the person experiences really can change over time, which is why comprehensive evaluations are so important to the overall care of the struggling person.  

When Serenity was nine-years-old, she was hyperactive, impulsive at times; it seemed like no matter what she or her mom tried, she just couldn’t stop moving.  She fidgeted, bit her nails, got out of her seat in class (you know, that always upset her teacher), and even talked a lot.  She talked so much that she would commonly blurt out answers, pushed friends away because they labeled her a “know-it-all” and she even had trouble waiting her turn in the lunch line.  Still, she also struggled with symptoms of inattention.  Serenity often daydreamed in class, forgot where she put her homework, and even lost pencils while she was working on her homework at her family’s kitchen table.  Even through all of this, Serenity was still described by those who knew her as “kind, bright, and scattered.”  The presentation of all of this would put any mental health clinician into a tailspin wondering why Serenity was not diagnosed but for her teachers and her mom, Serenity was just “energetic” and everyone thought she would grow out of it.  By the time Serenity entered adulthood she was still having problems with inattention and impulsivity.  People in her college classes would poke fun and say that “you just don’t know how to be quiet, do you?”  Now that Serenity is 27-years-old, she no longer felt the need to move constantly but she still felt like her mind was uneasy.  It wasn’t until she went to see a therapist to ask if she had anxiety that she saw what was going on.  Where Serenity wrote off most of her symptoms as “it’s just how I’ve always been”, the therapist saw this as more of an issue.  Sure, Serenity struggled with being disorganized at work but she played it off as misunderstanding deadlines, forgetting about appointments, and even procrastinating.  She even told herself that her being passed over for a promotion at her job was strictly because of her feeling mentally overwhelmed and not showing her managers what she was truly made of.  Serenity had a difficult job, she was a nurse at a dialysis center where she focused on keeping her desk and surroundings clean.  Yet, at home, she was cluttered, commonly lost track of time, and did not feel like she was worth anything.  Each of her (very normal, may I add for what she is going through) symptoms lead her to feel worthless and inadequate, however, the therapist Serenity went to, saw this for what it was and not that she was being “lazy,” “spacey,” or even “bad” like Serenity would label herself as.  The therapist Serenity was seeing pushed her to get an evaluation where she was diagnosed with AD/HD with an inattentive presentation, though her history supported a childhood diagnosis of AD/HD with combined presentation.  The idea that most people’s AD/HD symptoms will change over time often leads to the idea that hyperactivity often fades with age.  We often learn to sit in our seat, plan, focus, and are able to create our own schedules.  And, hey, many women are only diagnosed with AD/HD once their own child is evaluated.  Luckily for Serenity, she did not have to wait this long.

For some, Tigger is no different than that of Serenity because Tigger shows clear signs of both hyperactivity/impulsivity and inattention, which is the hallmark of this combined presentation type.  On one hand, Tigger’s behavior is enthusiastic but disruptive and on the other Tigger means well even though he often misreads social cues.  Some of his other symptoms of hyperactivity and impulsivity include: him always bouncing, jumping, and moving around, it’s impossible for him to sit still, he interrupts in conversations, he acts without thinking, he struggles to wait his turn, rushes into things, and even ignores consequences.  Some of his other symptoms of impulsivity include: having a hard time staying on task, he “jumps” from idea-to-idea, comes up with plans that often don’t make sense to the other characters in the Hundred Acre Wood, and even struggles with follow-through.  The more that he focuses on something, the more he gets bored and fails to follow through.  Tigger definitely shows all the signs of both hyperactivity, impulsivity, and inattention.  All of these things together make up the combined presentation type.  Tigger is enthusiastic but very disruptive.  The other day, he invited Roo to go bounce near the river but decided half-way through that they should bounce by the tree.  Because Tigger didn’t think through this decision, it led Kanga to get upset and worried about Roo.  Sure, Tigger means well but that does not mean he doesn’t misread social cues from his friends and struggles with internal regulation.  

It is important to remember that just because I am assigning a label to a fictional character does not mean that my aim is to oversimplify or stereotype a real condition that many people struggle with.  The truth is that my aim is to help us all understand that the diagnosis of AD/HD, while important, can be easily understood if we allow ourselves to focus on the different tenets that bridge pop-psychology with more of an educational context.  Tigger is a very loved and well-known member of the Hundred Acre Wood.  His friends enjoy his creativity, spontaneity, and overall energy.  All of these things bring joy to others, which reflects the reality that AD/HD isn’t just a “disorder” but a thing that comes with strengths and challenges for those struggling with it.  Let’s examine the idea that first, real people struggle with this diagnosis every day; second, tigger is a fun-loving, loyal, and enthusiastic character that is also impulsive and hyperactive.  So, take this diagnosis (or feelings that this diagnosis may be what you’re struggling with) seriously by learning how to make a checklist of your symptoms, understanding the difference between AD/HD and anxiety, learning coping strategies for handling even your most severe of symptoms, and getting a correct diagnosis.  Therapists, here at Fresno Family Therapy, are trained to help guide you through our structured, evidence-based methods that not only help you find coping strategies to help with your most perplexing symptoms but also will help you gain the insight you need for this diagnosis.  And remember – “Tiggers don’t jump, they bounce!”  So, come bounce on over and let us help you.  And in the words of Tigger, “TTFN! Ta-ta for now!”

Please Note:  This article is for informational purposes only and should not be used as more than one simple way to share what “My diagnosis means what?!” means for our readers.  This article is a part of a series to help us all see and understand what our diagnosis is or means or what our loved one’s diagnosis is and means for them.  In subsequent articles, we will also address other Winnie the Pooh characters, including Winnie, himself, Pooh, Rabbit, Owl, and even Christopher Robin.  Stay tuned for more!

Resources:

ABM Health Services.  (September 28, 2021).  “Winnier the Pooh & Mental Health.”  Retrieved at:  https://www.abmhealthservices.com/winnie-the-pooh-mental-health/ 

Batty, David.  (October 10, 2007).  “Do we really want to know if Tigger suffers from ADHD?”  Retrieved at:  https://www.theguardian.com/society/2007/oct/10/socialcare.comment 

Scott, A. M. (March 2024).  “Tigger, Squirrels, and things to think about.”  Retrieved at:  https://bellavista.org.za/tigger-squirrels-and-things-to-think-about-an-adhd-backstory/  

About the Author: 

Tammie Makely, LMFT

Licensed Marriage and Family Therapist #113186

• Addiction
• Trauma
• Couples Therapy
• Sex Addiction
• Anger Management
• Sexual Abuse
• EMDR
• Grief/Loss
• Anxiety
• Depression
• Stress management
• Co-Occurring Disorders
• Codependency Issues