Avery is a 13-year-old seventh grader and an honor student who is diagnosed with ADHD. Her parents divorced when she was two years old, and both remarried a few years later.

Avery began school-based therapy after an incident at school. She acted out impulsively and created a fake Instagram account on a school-issued computer where she communicated online with an older male. The situation escalated, and the police became involved. Her laptop was temporarily confiscated, and this event raised concerns about her safety and decision-making.

At the time, Avery was not taking medication for her ADHD. She had previously stopped because it caused her to feel physically sick. Without medication, her impulsivity became more difficult to manage, and this played a role in the decisions that led to her referral to CHA’s school-based therapy program.

During her initial assessment, the family dynamics were noticeable. Her mother sat nearby, appearing frustrated and disengaged. Her father paced and talked openly about his own ADHD. Both parents showed concern for Avery, but they struggled to connect with her in ways that met her emotional needs.

Avery shared that she often felt unheard and unseen by her mother. She described feeling like she was not good enough. At school, her distress became more visible. She made statements about wanting to harm herself, which resulted in frequent calls to her mother. These situations caused stress for her mother, who had to leave work repeatedly, and added tension to their relationship.

There were also underlying factors shaping her parents’ behavior. Both of Avery’s parents experienced abuse during their own childhoods and felt uncomfortable with physical touch because of this. Avery, however, sought out physical closeness to feel calm and supported. This difference created ongoing tension, especially between Avery and her mother.

As Avery and her parents worked with a CHA therapist, the focus shifted from correcting behavior to understanding what was underneath it. Avery and her parents began learning how ADHD influenced her actions, especially when it came to impulse control and emotional expression. During family therapy sessions with a CHA therapist, Avery used art to map out her week, including school, chores, and expectations at home. This helped make things more predictable and gave her a sense of control. It also gave her and her mother a starting point for better communication.

Slowly, their interactions began to change. Avery’s mother started to see not just the behavior, but the effort behind it. She began to recognize that Avery was trying and that she was capable of growth. In one session, her mother acknowledged the progress she had seen and the responsibility Avery had taken after the online incident.

Over time, Avery’s behavior began to stabilize. Her statements at school decreased. Her grades, which had briefly declined, improved again. At home, routines became more consistent, and expectations were clearer. At one point, Avery described the impact of therapy in simple terms. She said her CHA therapist saved her relationship with her mother.

Today, Avery is looking ahead. She talks about her future with hope, whether that means going to college or learning a trade. She has goals, confidence, and a stronger sense of who she is.