Client participated in a 60-minute virtual session today. They appeared stressed at the onset and disclosed that they've been struggling with their son's ADHD and financial issues, stating, "I feel like I’m constantly running on empty." The client described daily challenges with their son's focus on schoolwork and the impact of financial constraints on managing their son's health needs. During the session, the therapist acknowledged the client's feelings of being overwhelmed and discussed strategies for managing ADHD and financial stress. The therapist suggested the client reach out to the school for ADHD resources and consider establishing a flexible daily routine for their son. The importance of self-care was also emphasized to the client. Homework was assigned to investigate school resources and to modify their son's daily routine. The client appeared less overwhelmed by the conclusion of the session. A follow-up session is planned for next week to review progress.
SIMPLE Note Example
Parenting a Child with ADHD
Client is navigating the challenges of parenting a child with ADHD while also dealing with financial stress.
Generated SIMPLE Note:
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Client Session Summary:
Here's the summary of this client session. Remember, Quill does not record the client session. A therapist would provide a summary (like the one below) after the session is over.
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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