Items

• 
  12/07/2021

  Wyatt Goetz and Sloana Goetz Oral History, 2021/12/07

• 
  12/10/2021

  Courtney Erickson Oral History, 2021/12/10

  Courtney Erickson is a single mother who lives in Chippewa Falls, WI with her four children, as young as kindergarten through 16 years old. In this interview, Courtney Erickson discusses her experience being a caregiver during COVID-19 while also balancing school and work and the difficulties that go along with those responsibilities such as overseeing her children’s Zoom meetings and working from home. She shares the ways the pandemic affected her family life, the health of those around her, as well as her struggles with recovering from addiction amidst the pandemic.
• 
  2022-04-15

  Why the COVID-19 Pandemic Has Disproportionately Impacted BIPOC and Women With Autism

  This is a news story from Now This News by Talia Smith. The author says that over the course of the pandemic, BIPOC and autistic women have been disproportionately affected. BIPOC parents who were not able to work remotely struggled to support their autistic children. One study led by the NIH analyzing the impact of the pandemic on BIPOC and low-income populations shows that families with a child living with autism witnessed an increase in sleep issues and behavioral problems, in addition to increased conflict between children and adults and the use of more severe disciplinary methods. In a study published in “Molecular Autism,” researchers revealed that for adults with autism, the pandemic brought relief from certain stressors like “sensory overload” and ultimately led to an “increase in solidarity.”
• 
  2021-10-03T14:23

  Brianna Biagini Oral History, 2021/10/03

• 
  2021-02-07

  Supporting Children with ADHD During A Pandemic

  ADHD is thankfully not as new of a topic to talk about, but I cannot deny that the stigma against mental health still exists today. While thinking about how so many children are now spending a year and an uncertain future indoors, learning from home, and some unable to grasp why, I thought about those with ADHD. A person’s home is supposed to be associated with comfort and otherwise relaxation from a day at out in the world – at school and work for guardians. Associations can be very powerful, and it can be rather disruptive for children with this big of a change. Half a child’s day is typically dedicated to academics and social connections and is especially important for children in their formative years. Due to the pandemic, they have been pulled from that environment they have already associated with learning, friends, and routine. The links provide some assistance for guardians who may be struggling with their child(ren), especially those diagnosed with ADHD. Concentration and routine seem to be the biggest obstacles, so I do hope the strategies provided may be of help to guardians and their dependents. https://childmind.org/article/giving-kids-with-adhd-support-and-structure-during-the-coronavirus-crisis/ https://www.healthychildren.org/English/health-issues/conditions/COVID-19/Pages/ADHD-and-Learning-During-COVID-19.aspx https://chadd.org/adhd-and-covid-19/
• 
  2020-10-03

  “What are the risk factors for people with ADHD during the coronavirus pandemic?”

  I am submitting this article because it speaks in a broader sense the sort of experiences people with ADHD have/will continue to have during the pandemic. It writes of the intersections of ADHD and the coronavirus, such as how remote learning and working can lead to decreased motivation and increased social isolation can be expected to increase other symptoms of ADHD along with feelings of depression and anxiety at levels that neurotypical people may not experience. Rather than collecting multiple small objects that speak to a single aspect of neurodiversity and the pandemic, and potentially overwhelming the archive with repetitive, kitschy documents that may in the future confuse the research process, I wanted to include a single document that spoke broadly of what life is like with ADHD during the pandemic.
• 
  2020-11-19

  Hyperfixations through the past 9 months

  I am submitting this object because a very common symptom of neurodiversity is hyperfixation, and with the increased amount of time spent in the house, many people, including my dad are more free to spend hours upon hours doing the tasks stimulating tasks. An aspect of hyperfixation is the way it can “turn on” and “off” at seemingly random times, so for my dad, over the past 9 months, he began writing a novel, which he has 80 thousand words in, but is as yet unfinished, he then moved on to creating card and board games, complete with art and promotional material. Throughout quarantine, he has fixated and his health, and took up running. His most recent fixation is music, writing lyrics and music on a modular synthesizer. This object could be helpful in providing an example of how people with ADHD kept themselves stimulated through quarantine, as well as how their minds often flit from one project to the next, depending on how interesting or rewarding it seems at the time. It was also important to me to contribute this item because much of the time ADHD is only focused on children, so adding this object to the collection works to give representation to the many adults with ADHD who are working as well as trying to adjust to life during the pandemic. Sean Bateman (Provided screenshots and pictures) and Megan Bateman (made collage)
• 
  2020-12-02

  Trying to stay Organized and Self Motivated

  I am submitting this object as an example of how some people with ADHD struggle with self-motivation and how they create workarounds for this. This is a photo from the wall next to my desk. Taped up are daily to-do lists for the next couple of days, a monthly calendar so I don’t get so caught up in the details of something I lose sight of larger projects and due dates, as well as random reminders. This method has been useful for me because it is not only repetitive, which helps me to remember goals and dates, which is important since memory issues are common with ADHD, but it also provides a form of motivation for me. Scratching tasks off of a to-do list, even if it is something simple like “eat lunch” helps me to stay engaged with my required tasks throughout the day. This object speaks to the ways that many college students and young adults are trying to learn how to live on their own, while also going without much of the support from professors, friends, and family they could have had due to the restrictions put in place to stop the spread of the virus.
• 
  2020-12-09

  Monster Pyramid: Caffeine and ADHD

  I am submitting this image of a friend’s empty energy drink collection because it is indicative of how some people with ADHD use caffeine to deal with their symptoms when medication is inaccessible. Grim is not currently in a position to get the sort of support they need for their ADHD because of the pandemic, so they have taken a gap year from school and are working in the meantime. This is a small part of the collection of empty cans they have from the daily energy drink they have to help them function at home and work. Not many people know how hard it is to get support for ADHD as an adult, especially as someone who was assigned female at birth, so this object serves to show the ways that some neurodiverse people cope, especially now that Covid has made it that much harder and daunting to get non-emergency related doctor’s appointments. This object shows the ways medical care has changed due to the virus, fear keeping people from going in and hospitals and clinics being overwhelmed with people and unable to provide as much care as they once could. It also shows how the pandemic interrupted or changed the plans of many students to continue their education.
• 
  2020-10-06

  A Muted Rosh Hashanah

  Every year, I attend the High Holy Day services at Temple Agudas Achim with my mother. The services are long, emotionally exhausting, and beautiful; this is when the shofar (a ram’s horn) is blown. This year would have been slightly different because the Rosh Hashanah began on Shabbat, but the High Holidays were also impacted by Covid-19. Instead of meeting in person with the entire congregation - hundreds of people, most of whom I don’t see throughout the year - the services were held via Zoom. Because many of my congregation avoid technology on holy days, there were less than 50 people participating in this year’s services. Rather than 3 hours long, services this year lasted about an hour. When the shofar was blown, it was heard through a computer screen, which failed to capture the awe-inducing power of the horn. As someone with ADHD, the High Holidays are usually tough for me. I struggle to focus during the long services, becoming fidgety after an hour. In the past, my mother and I have celebrated the holidays privately, attending a retreat, or simply spending the day together at home. When we celebrate this way, I can draw on my tablet - drawing has always been a source of comfort and focus for me. In the temple, multi-tasking is frowned upon, as it is seen as disrespectful and sacrilegious. Yet recognizing the holidays this way is unfulfilling for my mother - she misses the community of our temple and yearns for the sound of the shofar. Because of Covid-19, we both got a little of our preferred way to worship. Watching the live stream and participating via Zoom allowed my mother to re-connect with temple members whom she had missed. Yes, the meeting was lacking in many ways, but it was better than not attending at all. I was able to stay off-screen, listening to the service while drawing. It was during the service that I drew the image I titled “A Muted Rosh Hashanah”, which depicts a young girl attempting to blow a shofar through a protective mask. With this drawing, I hoped to convey the beauty and passion of the shofar, as well as the pain and longing that the pandemic and social distancing has caused.
• 
  2020-06-13

  What ADHD Taught me About the Coronavirus

  I've written this personal essay that details my experience with the pandemic, in light of my past and present struggles with ADHD and what it's taught me about how to deal with this uncertain time.
• 2020-04-14

  Children in a pandemic

  Children and the pandemic. My four year old daughter does not understand what a pandemic is. She repeats that she cannot go outside or to school or to the park because of "the coronavirus". Her and her siblings, along with children all over the world, have been greatly impacted by this pandemic with no understanding of the ramifications of it's spread. Children have been sent home, isolated, many removed from space places like schools or after care programs. They have lost friendships and socialization. They have lost structure. Some have lost family members. Parents out of work have cost their family food or housing. Adults struggling to cope with their own depression and anxiety has increased children's as well. For me personally all seven of my children have been affected. My son was forced to move home from college and fell into a deep depression. My oldest daughter never walked across a graduation stage or finished her senior year. My fifteen year old with autism lost support services from school. My thirteen year old lost sports and his friendships. My ten year old with epilepsy had medical testing pushed back and then had hospitalizations with only one parent allowed, even had to be taken by paramedics alone to the hospital once. My seven year old with ADHD lost all class structure and intervention programs to help him and his anxiety and panic attacks have grown more severe. And my four year old, pictured above, lost her classroom and her joy from attending preschool daily. The new round of "return to school" virtually is brought with more anxiety and worry that the kids are not alright. The picture above showcases the innocence of a child wanting to explore the world, trapped inside and the slight sadness that this may be for the long haul. #REL101
• 
  2020-04-30

  Children in a pandemic

  Children and the pandemic. My four year old daughter does not understand what a pandemic is. She repeats that she cannot go outside or to school or to the park because of "the coronavirus". Her and her siblings, along with children all over the world, have been greatly impacted by this pandemic with no understanding of the ramifications of it's spread. Children have been sent home, isolated, many removed from space places like schools or after care programs. They have lost friendships and socialization. They have lost structure. Some have lost family members. Parents out of work have cost their family food or housing. Adults struggling to cope with their own depression and anxiety has increased children's as well. For me personally all seven of my children have been affected. My son was forced to move home from college and fell into a deep depression. My oldest daughter never walked across a graduation stage or finished her senior year. My fifteen year old with autism lost support services from school. My thirteen year old lost sports and his friendships. My ten year old with epilepsy had medical testing pushed back and then had hospitalizations with only one parent allowed, even had to be taken by paramedics alone to the hospital once. My seven year old with ADHD lost all class structure and intervention programs to help him and his anxiety and panic attacks have grown more severe. And my four year old, pictured above, lost her classroom and her joy from attending preschool daily. The new round of "return to school" virtually is brought with more anxiety and worry that the kids are not alright. The picture above showcases the innocence of a child wanting to explore the world, trapped inside and the slight sadness that this may be for the long haul. #REL101
• 
  03/19/2020

  Quarantine Sleep Schedule Meme

  Meme describing sleep schedules for those struggling with ADHD and depression during quarantine.