Quill generated this note with AI from the summary that was provided. The therapist can then copy-and-paste the note into their current EHR platform.
Problem:
Client presented with stress related to managing their son's ADHD and concurrent financial problems. They reported feeling 'constantly running on empty.' Client discussed challenges with their son's focus in school and the impact of financial difficulties on maintaining healthcare appointments.
Intervention:
During the 60-minute virtual session, the therapist acknowledged the client's struggles and discussed the importance of self-care. Interventions included suggesting the client reach out to the school for ADHD resources and creating a structured yet flexible daily routine for their son.
Response:
Client was receptive to the suggestions and appeared less overwhelmed by the end of the session. They agreed to explore school resources and adjust their son's daily routine as homework.
Plan:
The therapist and client agreed to reconvene next week to assess the effectiveness of the interventions and to discuss further strategies. The client's homework is to implement the suggested changes and report back on progress.
We had a 60-minute virtual session today. Client logged in looking pretty stressed and said they’ve been struggling with their son’s ADHD on top of some serious financial problems. They said quote 'I feel like I’m constantly running on empty' unquote. They talked about how their son has been having a lot of trouble staying focused in school, and every day feels like a battle to get him to complete his homework. At the same time, they mentioned that they’ve been dealing with money problems, and it’s making it hard to keep up with doctor appointments and therapy for their son.
We spent some time talking about how overwhelming it can be to juggle both ADHD management and financial stress. I reassured them that it’s okay to feel stretched thin and that we can work on finding some balance. I suggested they start by reaching out to the school to see if there are any resources for kids with ADHD, like tutoring or extra support in the classroom. We also talked about creating a daily routine for their son—something that gives him structure but is flexible enough to account for the tough days. I reminded them to make sure they’re taking care of themselves, too, because they can’t pour from an empty cup. Their homework is to explore some of the school resources and to try adjusting their son’s routine. They seemed a little less overwhelmed by the end. We’ll check back in next week to see how things are going.
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