Young man with ADHD discussing his feelings and challenges with a therapist, a fidget spinner rests on the table during their session.

I recall being a psychiatrist in the early 2000s; ADHD in therapy was just beginning to enter clinical conversations. Some psychiatrists rejected the idea of neurodiversity, while others saw an opportunity to move toward something clinically important. Over time, more mental health professionals recognized how ADHD symptoms can profoundly shape treatment outcomes. Today, recognizing ADHD in therapy is not a niche skill, it is a practical clinical competency that helps therapists reduce shame, improve follow-through, and tailor interventions to how a client’s brain and nervous system actually function. Below are five reasons why every therapist should understand ADHD in therapy.

ADHD in Therapy
Adult ADHD
Emotional Dysregulation
ADHD and Trauma Overlap

Short answer: ADHD in therapy means identifying how executive function, attention regulation, and emotional reactivity affect treatment progress. When therapists recognize these patterns and use smaller steps, external structure, and shame-reducing language, clients are more likely to follow through, regulate emotion, and genuinely benefit from care.

Clinical frame: Recognizing ADHD in therapy does not mean “labeling quickly.” It means holding a broader, more accurate hypothesis about attention, emotion regulation, nervous system load, and daily functioning, so the client’s story makes sense and treatment planning becomes more precise.

Key clinical facts

1. ADHD in Therapy: Why Long-Term Relationships Reveal What Short Assessments Miss

When clients seek an ADHD diagnosis, there is often a sense of urgency to reach a decision as quickly as possible. In contrast, therapists have the unique opportunity to truly get to know their clients over time, how they think, feel, plan, remember, relate, and recover from setbacks. This is one of the core reasons ADHD in therapy matters: the therapeutic relationship offers a longitudinal view that can clarify patterns that short assessments may miss.

Research by Drechsler et al. (2020) shows that building long-term relationships in clinical settings leads to a more nuanced understanding of diagnoses compared to short assessment sessions. Ultimately, considering a diagnosis in this context stems from a genuine understanding of the client, not simply trying to label them.

Quick self-check for therapists: when should ADHD be on your radar? (tap to expand)
  • Client is highly motivated but repeatedly struggles to convert insight into follow-through.
  • Frequent “I forgot / I lost track / I meant to” patterns across multiple settings.
  • Emotional spikes, quick regret, and recurring shame cycles.
  • Chronic overwhelm around planning, time, and transitions.
  • Therapy homework fails repeatedly, even when the task is small and meaningful.

You are not diagnosing in-session. You are widening the clinical hypothesis so the treatment plan actually fits the person.

What you can notice in therapy

  • Time-blindness (“I thought it was five minutes… it was two hours.”)
  • Inconsistent performance: high potential, uneven execution
  • Working-memory strain: losing track, forgetting steps
  • Emotion spikes that fade quickly but leave shame behind

What clients often conclude instead

  • “I’m lazy.”
  • “I’m irresponsible.”
  • “I don’t care enough.”
  • “I always fail, so why start?”

Therapist resource: If you need client-friendly language to start this conversation, share GoodTherapy’s article on adult ADHD and everyday functioning – it helps normalize the conversation before formal assessment.

2. How Unrecognized ADHD in Therapy Creates Frustrating Loops

It is crucial to recognize that many therapeutic interventions can get caught in a “therapeutic loop” when neurodiverse issues like ADHD go unidentified. Research by Leahy and Holland (2020) highlights that when ADHD goes unrecognized, it can lead to persistent challenges in treating conditions like depression and anxiety. Individuals with ADHD often experience heightened emotional reactivity and may misinterpret incoming information. Continuing therapy without addressing these vital underlying struggles can meaningfully hinder a client’s progress.

Shaw et al. (2014) pointed out that emotional dysregulation is a significant feature of ADHD, profoundly affecting therapeutic outcomes, often appearing as “insight without change,” repeated unfinished homework, high self-criticism, and emotional overload. When ADHD in therapy goes unaddressed, even the most evidence-based approaches may repeatedly stall.

Recent findings by Stern et al. (2022) show that when symptom severity warrants medication, it can open a “therapeutic window,” making psychological interventions more effective and accessible. Often, this can provide a sense of safety that helps individuals explore their inner selves without feeling too overwhelmed.

The therapeutic loop: how it happens with unrecognized ADHD

Insight

“I understand why I keep doing this.”

→

Overwhelm

Too many steps. Too much noise.

→

Shame

“I knew and still failed.”

The antidote is scaffolding: fewer steps, visible structure, and compassionate accountability, not more insight alone.

Practical shift for ADHD in therapy: Try “skills before insight.” Spend 2–3 minutes co-designing one ADHD-friendly micro-step – a timer, a single reminder, one calendar block, then process emotion and meaning once regulation improves.

3. Why ADHD in Therapy Must Address Shame and Self-Concept

Many people with ADHD carry years of criticism, masking, and perfectionism. They may overwork, miss deadlines anyway, and ultimately conclude they are fundamentally flawed. Barkley (2018) highlights the profound negative effects of untreated ADHD on self-esteem and self-concept. Academic struggles can seem overwhelming despite genuine effort, leading to overwork, fear of failure, and deeply internalized shame.

Research by Adamou et al. (2021) noted that appropriate treatment, including medication when clinically indicated, can reduce feelings of shame and worthlessness in adults with ADHD. Compassion-focused strategies are particularly effective for this population, as described by Gilbert and Kirby (2019), helping clients build a compassionate self-understanding that addresses these long-standing struggles rather than reinforcing them.

Interactive reframe: “I’m lazy” → “my brain is overloaded” (tap to expand)

Old story

“If I cared enough, I would just do it.”

New story

“My executive function is overloaded. I need fewer steps and better external supports.”

With ADHD in therapy, reframes like this reduce shame and meaningfully increase treatment traction over time.

For your clients: This article on silencing the inner critic with self-compassion offers accessible, client-friendly language to begin compassion-focused work in ADHD therapy sessions.

3D brain rendering with glowing neural pathways and floating notes for memory, focus, emotion, crucial for understanding ADHD in therapy.

4. When Medication Opens a Therapeutic Window in ADHD Therapy

When medications are helpful, they often ease feelings of overwhelm, allowing clients to engage more fully in the therapeutic process. This support helps clients access calmness, clarity, perspective, and courage inner resources that can be far more difficult to reach without it. Their internal resources become more reachable in this state. Research by Stern et al. (2022) describes how medication can open a “therapeutic window,” making psychological interventions in ADHD therapy more effective and accessible.

Meta-analyses by Cortese et al. (2018) show that pharmacological treatment can significantly enhance both therapeutic engagement and outcomes. Medication is not a cure and is not right for everyone, it is one evidence-supported option within a broader, coordinated care plan. See also: CDC and NIMH treatment guidelines.

The “therapeutic window”: what it means in practice

The therapeutic window is the zone where a client has enough internal steadiness to reflect, learn, and apply skills. Outside this window, therapy may feel too overwhelming or too emotionally distant to be useful.

Overwhelm zone

What it feels like: “My mind is racing. I can’t think straight.”

  • High emotion, urgency, irritability, or panic
  • Hard to focus on steps or remember plans
  • Homework feels impossible or gets avoided

Therapy move: stabilize first – grounding, pacing, one micro-step.

Therapeutic window

What it feels like: “I can pause and choose what to do next.”

  • Enough calm to reflect and stay present
  • Skills and planning feel doable
  • Follow-through improves with simple structure

Therapy move: practice skills, build routines, translate insight into action.

Therapy tip: If medication is part of care, use sessions to convert “more bandwidth” into durable systems: sleep consistency, planning rituals, reminders, and self-compassion routines that persist after the session ends.

5. ADHD in Therapy vs. Trauma: Untangling Overlapping Symptoms

When people grow up in environments marked by trauma during childhood, it is vital to take the time to figure out whether their struggles come from those traumatic experiences, from ADHD, or from both. Understanding the interplay can help therapists differentiate between procrastination rooted in executive-function friction and dissociation rooted in a trauma response. It can also clarify anxious behaviors linked to a heightened nervous system from trauma, versus the feelings of urgency and impatience that arise from sympathetic overdrive in ADHD. These experiences often feel remarkably similar, making them clinically difficult to tell apart.

Research by Stein et al. (2023) provides clinical guidelines to help distinguish ADHD from trauma responses, as there can be significant overlap in symptoms. A comprehensive NIH/PMC review of the ADHD and PTSD relationship confirms that comorbidity is common, both can co-occur, interact, and complicate treatment planning when only one is considered.

Interactive differentiation: procrastination vs. dissociation (tap to expand)

Often ADHD-leaning cues

  • “I meant to start, then time disappeared.”
  • Task feels too large to sequence or initiate.
  • Improves with structure, novelty, or accountability.

Often trauma-leaning cues

  • “I went blank / I was not there.”
  • Numbing, shutdown, or fear response.
  • Linked to specific triggers or relational reminders.

Many clients have both. In ADHD in therapy, begin with curiosity and collaboration: “What happened in your body right before it became hard to start?”

For client-facing trauma education: GoodTherapy’s article on how complex trauma can change a person is a useful companion resource for clients navigating both ADHD and a trauma history in therapy.

Desk setup showing strategies for ADHD in therapy: a timer, "step 1" cards, and sticky notes for task management amidst books and crumpled paper.

When Should a Therapist Refer for Formal ADHD Assessment?

Recognizing ADHD in therapy does not require every therapist to become a diagnostician. Consider a formal evaluation when functional impairment is persistent, cross-situational, and not fully explained by the current treatment response. Referral does not end the therapeutic work, it improves diagnostic clarity while therapy continues to support regulation, behavior change, and self-compassion.

Putting ADHD in Therapy into Practice: Small Adaptations That Help a Lot

The goal is not to turn every therapist into an ADHD specialist overnight. The goal is to make ADHD in therapy more workable, so clients feel genuinely seen and treatment becomes meaningfully more effective.

For clients and couples: If ADHD in therapy is also affecting close relationships, this article on undiagnosed ADHD in couples therapy can be a validating and practical starting point for partners navigating this together.

Summary: Why ADHD Awareness Improves Prognosis

Key takeaways

  • Therapy reveals longitudinal patterns that brief evaluations may miss – and ADHD in therapy benefits from that depth.
  • Unrecognized ADHD can create “insight → overwhelm → shame” cycles that standard interventions alone cannot break.
  • Compassion-focused reframing reduces shame and increases treatment traction.
  • Medication may widen the therapeutic window when clinically appropriate and properly coordinated.
  • Trauma overlap requires careful differentiation, curiosity, and collaborative planning.

As a psychiatrist and therapist, I have come to see that recognizing ADHD in therapy, in all its forms, is crucial for ensuring a positive prognosis. Research by Young et al. (2020) shows that therapy approaches informed by ADHD awareness lead to significantly better outcomes compared to standard methods. It is essential for all of us to continually expand our knowledge on this topic, so that our clients benefit from the insight of a well-informed therapist and can avoid falling into avoidable therapeutic loops.

Clinically, this means moving slowly enough to understand the person, not just the symptom label. Better precision means better alliance, better adherence, and better prognosis.

Find Support: If you or a client are looking for professional support with ADHD in therapy, browse GoodTherapy’s therapist directory and filter by approach, issue, and location.

Take the Next Step

Whether you are a therapist seeking to better support clients navigating ADHD, or a person who suspects ADHD may be shaping your experience in therapy, professional support can provide the clarity and tools to move forward.

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Frequently Asked Questions

Common questions therapists and clients ask about ADHD in therapy.

Q: How do I know if “feeling stuck” in therapy might be ADHD?

A: Look for patterns across time and settings: inconsistent follow-through despite genuine motivation, time blindness, working-memory strain, and emotional spikes followed by shame. ADHD in therapy benefits enormously from scaffolding smaller steps, external reminders, and compassionate accountability, which often improves traction when standard approaches have stalled.

Q: Can ADHD and trauma look similar in a therapy setting?

A: Yes. Both can involve inattention, emotional dysregulation, impulsive responding, and avoidance. Careful assessment explores onset, triggers, dissociation, and cross-situational patterns, while recognizing that both may coexist. The NIH/PMC comorbidity review provides useful clinical context on how frequently the two overlap.

Q: Does medication replace therapy for ADHD?

A: No. For many clients, combined care works best. Medication may reduce symptom burden and open the therapeutic window, while ADHD in therapy builds durable self-management skills, emotional regulation, and self-compassion. Neither approach is sufficient alone for lasting, meaningful change.

Q: Where can I find reputable information on ADHD treatment options?

A: Start with the CDC treatment overview and the NIMH ADHD resource, then discuss options with a qualified clinician. The NICE guideline NG87 is also an excellent evidence-based reference for clinicians.

About the Author

Millia Begum, Consultant Psychiatrist

Millia Begum, Consultant Psychiatrist

Millia Begum is a DHA-licensed and GMC-registered Consultant Psychiatrist with over 25 years of experience. She is based in Dubai, UAE, and offers psychiatric care alongside psychotherapy, with telehealth available.

Her integrative approach focuses on complex trauma and emotional healing, and includes advanced trauma treatments such as Deep Brain Reorienting (DBR), Eye Movement Desensitization and Reprocessing (EMDR), and Internal Family Systems (IFS).


View Millia’s GoodTherapy profile ↗

References

Further Reading

Last reviewed: February 2026

Rear view of person with short hair in pants and sweater walking in field at sunsetOne of the hardest things about stress and anxiety is that it often leads to overwhelm. Because of this, it is tempting to implement strategies that manage the discomfort but fail to offer lasting change. For example, many people choose to avoid situations that trigger anxiety, but they rarely address the sensations, feelings, and thoughts associated with it. It is natural to want to avoid feeling anxious. However, quick fixes don’t tend to bring long-term recovery. An integrative approach that includes both short- and long-term solutions is usually needed.

There are two main reasons for this:

  1. Overwhelm feels more convincing than your ability to change it.
  2. When you are immersed in overwhelm, short-term strategies become necessary for immediate relief before being able to consider long-term solutions.

While psychotherapy, social support, a nutrient-dense diet, spending time in nature, and exercise are important to prevent overwhelm, three key ingredients are necessary: expanding your window of tolerance, mindfulness, and self-compassion.

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Becoming Aware of Your Window of Tolerance

One of the most important aspects for reducing overwhelm is to become increasingly aware of signals that you are about to “flip out” or “shut down” (known in psychotherapy as hyperarousal and hypoarousal). The space between flipping out and shutting down is the zone in which you function most effectively. In this space, you can think clearly, communicate well, engage respectfully, and work effectively. In other words, you are in your window of tolerance.

As you might imagine, everyone’s window of tolerance is different. Understanding your baseline window of tolerance and how to expand it contributes to long-term well-being because it offers you the chance to change your relationship to difficult emotions.

You might wonder how you can come to know and expand your window of tolerance. One of the more effective ways is through mindfulness and self-compassion.

Expanding the Window of Tolerance with Mindfulness

Expanding your window of tolerance helps you navigate increasingly difficult experiences without becoming so easily overwhelmed. To expand the window, you must learn to notice when you are “triggered” or “hooked” into a negative reaction. Mindfulness helps you to tune into subtle messages in your body/mind, giving you insight about where and when you are triggered.

Mindfulness simultaneously offers immediate relief and long-term benefits. It is often described as the state of being intentionally aware of what is happening, as it is happening, without judgment. Psychiatrist and educator Dr. Dan Siegel describes it as “waking up from a life on automatic and being sensitive to novelty in our everyday experiences. Instead of being on automatic and mindless, mindfulness helps us awaken to moment-by-moment experience.” In other words, mindfulness gives us what psychotherapist Linda Graham calls “choice points” or opportunities where change becomes possible.

Mindfulness teaches you to be an observer of sensations in the body and the feelings associated with them. In this shift from immersion to observation, you can tolerate painful feelings as they arise and access your thinking mind with more clarity.

Change becomes possible because mindfulness prevents over-identification. When you are triggered, you are immersed in the experience and accompanying sensations, feelings, and thoughts. Mindfulness teaches you to be an observer of sensations in the body and the feelings associated with them. In this shift from immersion to observation, you can tolerate painful feelings as they arise and access your thinking mind with more clarity.

According to meditation teacher and psychotherapist Tara Brach, mindful awareness has two qualities: seeing what is true and holding with love what is seen. You can ask two simple questions to create mindful awareness.

Continuing to Expand the Window of Tolerance with Self-Compassion

If there is one thing I’d like you to take away from this article, it is to know every moment of suffering is an opportunity to give yourself love and compassion.

Self-compassion helps transform overwhelm and other difficult feelings by teaching us to cultivate kind, connected presence for ourselves. Kristin Neff, researcher of self-compassion and co-creator of the Mindful Self-Compassion program, says there are three main ways to initiate self-compassion:

  1. Kind words
  2. Caring tone of voice
  3. Soothing gestures

Self-compassion increases oxytocin, a powerful hormone that acts as a neurotransmitter in the brain and, in turn, amplifies feelings of trust, calm, safety, generosity, and connectedness. A key thing to remember, however, is that self-compassion is a practice of goodwill, not good feelings. If you use self-compassion practices only to try to make bad feelings go away, you create the requirement that receiving compassion is valuable only if it removes the pain of life. Continue the practice of giving and receiving loving kindness without conditions, even when the pain doesn’t go away. By doing so, you create the habit of approaching yourself and others with kindness. You may feel more positive emotions as a result, but treat them more like a wonderful side effect than a goal. The long-term goal is to cultivate mindful self-compassion in as many situations as possible, and this takes time.

One of the most important points about this approach is to fully receive the compassion you offer yourself. This means to give yourself permission to get into it! This may be challenging at first because you are likely used to spending your energy on avoiding or managing overwhelm. If you shift your focus from avoidance to being compassionate with the part of you that is overwhelmed, you may be surprised how much you are able to expand your window of tolerance.

Reference:

Neff, K. (2011, June 27). The chemicals of care: How self-compassion manifests in our bodies. Retrieved from https://www.huffingtonpost.com/kristin-neff/self-compassion_b_884665.html

Photo taken from a low angle shows person looking out of large window on side of houseIn my work, I’ve found certain frameworks to be helpful for understanding and perceiving our sense of balance and wellness. To illustrate this, let’s consider the following two scenarios:

Sara, 22, is at work typing away at her laptop. Her boss walks in and asks, “Sara, where is that report already?” Sara looks up with focused eyes and slight tension in her shoulders, takes a breath, and considers the question. Within seconds, her brain computes what’s being asked and forms the appropriate response. Smiling, she replies, “Jeff. Hi. I emailed it to you this morning. I also gave a printed copy to your assistant.”

Now imagine the same scenario—only this time, when Sara hears Jeff, she suddenly feels anxious. Her heartbeat quickens, her breathing constricts, and she becomes confused. She fumbles around her desk, trying to find something to give him. Even though she already emailed the report, in the panic of the moment, she could not recall having done so. She grows more frantic as she searches through the papers and knocks over her coffee mug. Her stomach twists into knots, and she dreads another ulcer forming.

Imagine one last scenario. Jeff asks about the report, but this time Sara scowls, clenching her teeth, and snaps, “What are you talking about? Your assistant must have lost it! I gave it to him this morning!” She swallows her blood pressure pill and returns to her work. [fat_widget_right]

When we look at these two scenarios, the interesting differences to consider are regulation/dysregulation, resilience and perseverance, and the window of tolerance.

Regulation/Dysregulation

A common expression people use nowadays is “I felt overwhelmed,” or maybe, “I was flooded.” As it turns out, this description may be capturing actual changes in our nervous system. According to neuroscience research, when a person is in overwhelm, their prefrontal cortex (also known as the executive brain, or the center for logical reasoning and problem solving) becomes less active and goes “offline.” Physiological changes in heart rate, breath, and stress hormone secretion also occur. Keeping that in mind, we begin to see how overwhelm can be an experience of dysregulation.

Regulation, on the other hand, can be seen as a state of internal harmony where the three parts of our brain—executive, limbic and reptilian—are communicating effectively. In this state, our nervous system can digest the information it receives, and we can think clearly and respond effectively to present moment situations.

Let’s go back to Sara for a moment. In the first scenario, the impact of Jeff’s communication brings Sara into alert. The sympathetic nervous system brings her eyes to focus and tenses her shoulders to prepare her for action. At the same time, that breath she took supports regulation through the parasympathetic nervous system. In the second scenario, on the other hand, Sara becomes triggered. A fear-based response takes over, and the spiral into dysregulation begins. In scenario three, Sara dysregulates towards anger and fight mode. When Sara’s system remains regulated, she is able to respond more effectively to the situation than she is able to when her system becomes dysregulated.

Each person’s “zones” differ, as they are unique to our history and circumstances. Some people have fairly wide windows of tolerance and are able to respond effectively to a range of stress intensity. Others might have a narrow window and fall outside of the zone at what might be considered by others to be milder stressors.

Interestingly, dysregulation is not specific to any certain event. The impact of an event is different for different people. In fact, the impact of the same event can be different for the same person at a different time of day or during a different point in life. This idea brings us to the window of tolerance.

The Window of Tolerance

Also known as the optimal zone of regulation, the window of tolerance was first introduced in 2010 by Dr. Dan J. Siegel. The concept proposes that people have a zone of arousal within which they are able to respond effectively to life. When they are within this “window,” their nervous system works harmoniously to successfully achieve certain goals—walking across a room, solving a math problem, and engaging socially with others. When people are within their window, they are regulated. When they are outside the window, they are dysregulated.

Each person’s “zones” differ, as they are unique to our history and circumstances. Some people have fairly wide windows of tolerance and are able to respond effectively to a range of stress intensity. Others might have a narrow window and fall outside of the zone at what might be considered by others to be milder stressors. And even for those with wide windows, certain stressors linked to historical challenges might trigger them beyond their zone. This is why we see one person becoming overwhelmed in response to an event while another does not.

Factors related to personal wellness can have an influence on our windows. For instance, think of a time you were sleep-deprived. How did you feel? Chances are you were more irritable than usual, perhaps on edge. Your window that day was probably narrower than it is on other days. Chronic stress and early adverse childhood experiences (ACE) are also correlated with greater dysregulation. As such, both can be thought to compromise a person’s window.

The presentation of the impact of stressors manifests differently in different people and may at times go unrecognized. For some people, the impact of stressors is more apparent on the psychological level, for others, it appears more clearly in their physical health. And quite often, the impact is present in a person’s intimate relationships too—though on the outside, that may not be apparent.

Regardless of the many and varied ways stress and trauma can impact the window of tolerance, people still generally do whatever they can to find a way to survive.

Resilience and Perseverance

Resilience, as defined by Merriam-Webster, is the capability of a body that has experienced strain to recover its size and shape, particularly when stress has caused the change in size or shape, or, the ability of an individual to adjust to and/or recover from change or misfortune.

As it relates to this article, along with personal health and wellness, resilience can be thought of as the system’s ability return to the optimal zone or to maintain regulation and stay within the zone.

Perseverance, on the other hand, is the continued effort to achieve something in spite of opposition, failure, or other challenges. When I think of people who say they feel “burned out,” that they are “running on empty,” or those who might describe themselves as “underdogs” or “disadvantaged,” but somehow they still carry on and do what they feel necessary to get through each day—I think of perseverance. The key difference between resilience and perseverance, to me, is whether someone is performing within their window of tolerance or outside this window.

Human capabilities for resilience and perseverance are inspiring, and both are to be celebrated and admired. At the same time, I believe it is important to consider (and remember) that operating from a place of perseverance for a long period of time can be compromising to health as well as interpersonal relationships. Constantly persevering may come at a price. Finding ways to build our resilience, on the other hand, can be of great importance to our well-being, as well as that of our families and communities.

We each have our unique window of tolerance and trigger points shaped by our life experiences, and we each have our own pattern and path of moving between regulation and dysregulation and perseverance and resilience. My hope is that, with ourselves and others, we can work to:

  1. Become more familiar with the signs of regulation, dysregulation, perseverance and resilience;
  2. Experience more appreciation, respect, compassion, and kindness for perseverance;
  3. Use this understanding to guide our relationships;
  4. Engage in activities that support regulation;
  5. Invest time in building resilience in ourselves and our kids.

If any of these steps prove challenging or difficult, or you would like to help identifying these signs and your own window of tolerance, a compassionate, qualified mental health professional may be able to offer assistance and support.

References:

  1. Adverse childhood experiences: Looking at how ACEs affect our lives & society. (n.d.). Retrieved from https://vetoviolence.cdc.gov/apps/phl/resource_center_infographic.html
  2. Marin, M. F., Lord, C., Andrews, J., Juster, R. P., Sindi, S., Arsenault-Lapierre, G., … & Lupien, S. J. (2011). Chronic stress, cognitive functioning and mental health. Neurobiology of Learning and Memory, 96(4), 583-595.
  3. Perseverance. (n.d.). Retrieved from https://www.merriam-webster.com/dictionary/perseverance
  4. Resilience. (n.d.). Retrieved from https://www.merriam-webster.com/dictionary/resilience
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