Parents As Friendship Coaches for Children with ADHD

General Information

Presenter: Amori Yee Mikami, PhD & Sébastien Normand, PhD

Dates: September 6 & 7, 2022. 12–3 PM EDT each day

FEE: $305 (Earlybird discount until 8/2 $245)

Venue: Online Webinar

Includes full technical support (for online attendees), lunch and snacks (for live attendees), handouts, and CE credits.


Parents As Friendship Coaches for Children with ADHD


Parental Friendship Coaching is an evidence-based intervention to help parents learn to support their children with attention-deficit/hyperactivity disorder (ADHD) in making and keeping good friends. By working with parents to coach their children with ADHD in better friendship behaviors, this offers the potential to build lasting capacity within families to address children’s peer problems. The Parental Friendship Coaching program has been tested in two randomized clinical trials and has been demonstrated to improve children’s friendship behaviors, and to improve friendship quality in at-risk subgroups of children with ADHD (such as those with oppositional defiant disorder, or those whose social problems have not responded to previous treatments). In this 5.5-hour online workshop, participants will learn how to administer the intervention, and will also learn tips and tricks for navigating the content and common dilemmas that may arise when working with families.


Parental Friendship Coaching is targeted for families of children ages 6-11 with ADHD. It is offered as a 10-session, manualized, program that is delivered to parents only (in a group or individual format), with no child treatment component. Parental Friendship Coaching It is based on principles and techniques that are in behavioral parent training programs for ADHD, but the content is specifically tailored to treating peer problems. It is intended for parents who are seeking tools to help their children with ADHD to improve their negative social behaviors with peers (such as conflict on playdates, trouble sharing or taking turns, poor sportsmanship, wanting to dictate the rules of games, missing cues that the peer is upset or bored, or seeming uninterested in the peer), with the end goal of building better friendships. Clinicians who have experience offering behavioral parent training are best suited to deliver the Parental Friendship Coaching intervention.


From Russell Barkley’s Book Review

Russell A. Barkley, PhD, clinical professor of psychiatry, School of Medicine, Virginia Commonwealth University; editor, Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment


The authors have crafted what I consider to be the best program currently available for working with children with ADHD and their parents on improving the children’s peer relationships that are impaired in the majority of such children. Why? Other social skills programs that predate this one were not designed expressly for the social difficulties evident in children with ADHD. This one was, given that it is based on all that research has taught us about what is going wrong in those peer relationships. The others were based on children with other conditions, usually social anxiety, whereas this one is directly focused on ADHD. The other programs are based on a faulty premise – that children with ADHD are ignorant of social skills and, because they don’t know them, must be trained in them. This program gets it right — ADHD creates more of a problem with using the knowledge and skills a child has in everyday social relationships, and not regarding ignorance of knowledge. Furthermore, other programs train children in artificial circumstances, such as clinics, usually involving other children the child does not normally encounter in their daily life — so they don’t generalize much if at all to natural social settings, if they work at all. For all these and other reasons there is no better source than this one for working with families of children with ADHD. Every discipline interested in doing so will benefit greatly from making this program available.


Dr. Amori Mikami is a Professor in the Psychology Department at the University of British Columbia. Along with Dr. Normand, she created the Parental Friendship Coaching program to help parents learn to support their children with ADHD in making and keeping good friends. Her research focuses on developing and testing interventions for social problems among children with ADHD. Dr. Mikami received her BA and MA in Psychology from Stanford University, and her PhD in Clinical Psychology from University of California, Berkeley. She completed clinical internship and postdoctoral fellowship at University of California, San Francisco, and is licensed as a clinical psychologist in British Columbia (Canada). She has authored or co-authored over 100 peer-reviewed publications. Dr. Mikami has been honored with several awards, including the Young Scientist Research Award from the organization Children and Adults with ADHD (2005), and Fellow Status from the Association for Behavioral and Cognitive Therapies (2021).



Dr. Sébastien Normand is an Associate Professor in the Département de Psychoéducation et de Psychologie at the Université du Québec en Outaouais. He is a Clinical Professor in the School of Psychology of the University of Ottawa and a Pediatric Psychologist at Hôpital Montfort (Ottawa, Canada). His primary research interests focus on the friendships of children with ADHD, on psychosocial treatments targeting these peer problems, and on psychosocial interventions to engage families in evidence-based treatments for ADHD. Dr. Normand received his B.Sc. from the Université du Québec à Montréal and his Ph.D. in Clinical Psychology from University of Ottawa. He completed his clinical internship at The Hospital for Sick Children (SickKids). Dr. Normand’s work has been funded by the Canadian Institutes of Health Research (CIHR), the Fonds de recherche du Québec – Société et culture (FRQSC) and the Institut du savoir Montfort.

Parents As Friendship Coaches for Children with ADHD


  1. Explain why parents are in an ideal position to coach their children with ADHD regarding friendships
  2. Identify populations of children with ADHD for whom Parental Friendship Coaching is recommended or is not recommended
  3. Describe Parental Friendship Coaching to potential clients to assist in treatment planning and goal-setting
  4. Administer Parental Friendship Coaching to help parents support their children with ADHD and social problems
  5. Troubleshoot common challenges that can arise when administering Parental Friendship Coaching to tailor the program to families’ individual needs
  6. Track and evaluate the effectiveness of Parental Friendship Coaching with clients

Application Deadline

September 4, 2022 or until all training spaces are filled, whichever comes first.

Notification of Acceptance

Applicants will be notified, via email, of acceptance when registration is complete and payment is received.

Refund/Cancellation Policy 

Tuition/registration payments are refundable (minus $25) until August 6,  2022.  Cancellations after this date are non-refundable. In this situation, we will attempt to find someone to take your slot (based on our waiting list).


Conference is via webinar. For live options, there will be handicap accessibility.

Course level


Level of clinician 



If you require ADA accommodations, please contact our office 30 days or more before the event. We cannot ensure accommodations without adequate prior notification

The Grievance Policy for trainings provided by NEFESH INTERNATIONAL is available here. Please Note: Licensing Boards change regulations often, and while we attempt to stay abreast of their most recent changes, if you have questions or concerns about this course meeting your specific board’s approval, we recommend you contact your board directly to obtain a ruling.

CE Information

Continuing Education Credit is granted through Nefesh International for the following professions: Psychologists, Social workers, Mental Health Counselors, and LMFTs. It is the participant’s responsibility to check with their individual state boards to verify CE requirements for their state.

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This program is co-sponsored by NEFESH International and Neuhoff Psychological Consulting . NEFESH International is approved by the American Psychological Association to sponsor continuing education for psychologists. NEFESH International, maintains responsibility for this program and its content.

Satisfactory Completion:

Participants must have paid the tuition fee, signed in or logged in and out each day, attended the entire webinar, and completed an evaluation to receive a certificate (for pre-recorded program, a post-test with a passing grade of 80% is required.) Failure to sign/log in or out will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available. Certificates are available electronically after satisfactory course completion. A link will be provided for those who have completed the training.


Mikami, A.Y. & Normand, S. (2015). The importance of social contextual factors in peer relationships of children with ADHD. Current Developmental Disorders Reports2, 30-37.


Mikami, A.Y., Normand, S., Hudec, K.L., Guiet, J., Na, J.J., Smit, S., Khalis, A., & Maisonneuve, M.-F. (2020). Treatment of friendship problems in children with Attention-Deficit/Hyperactivity Disorder: Initial results from a randomized clinical trial. Journal of Consulting and Clinical Psychology, 88(10), 871-885.


Smit, S., Mikami, A.Y., & Normand, S. (2022). Effects of the Parental Friendship Coaching intervention on parental emotion socialization of children with ADHD. Research on Child and Adolescent Psychopathology, 50, 101-115.


Mikami, A.Y. & Normand, S. (2022). Parents as friendship coaches for children with ADHD: A clinical guide. New York: Routledge.


These references are authored by the presenters (and the grad students of the presenters), and they reflect the framework and content of the treatment manual, as well as the results of randomized clinical trials testing the efficacy of the Parental Friendship Coaching program. The presenters receive royalties from sales of the manual.

Parents As Friendship Coaches for Children with ADHD


Tuesday 9/6 Day 1

12:00-12:05: Introductions, summary of workshop structure
12:05-12:15: Purpose and rationale of PFC, which families and clinicians are best suited for PFC, screening tools
12:15-12:30: How to use the manual, making pre-videos, treatment delivery logistics (group, individual)

12:30-12:35 Introduce case example
12:35-12:45: Orientation to the 3 levels of the PFC pyramid  
12:45-1:30: Summary and tips for delivering Level 1 strategies (increase children’s receptiveness to parental guidance)
1:30-1:45: Break
1:45-2:05: Challenges parents encounter with Level 1 strategies and how to handle them

2:05-2:15 Application of Level 1 strategies to case example
2:15-3:00: Summary and tips for delivering Level 2 strategies (teach children social skills)

Wednesday 9/7 Day 2

12:00-12:15: Tips for encouraging parental engagement (attendance, participation, homework completion)

12:15-12:35: Challenges parents encounter with Level 2 strategies and how to handle them

12:35-12:45: Application of Level 2 strategies to case example
12:45-1:30: Summary and tips for delivering Level 3 strategies (arrange social opportunities for children)
1:30-1:45: Break
1:30-1:50: Challenges parents encounter with Level 3 strategies and how to handle them

1:50-2:00: Application of Level 3 strategies to case example

2:00-2:15: Treatment fidelity, progress monitoring, and program evaluation tools
2:15-2:20: Research evidence for PFC

2:20-2:50: Question and answer, further discussion on topics based on the group’s interest
2:50-3:00: Wrap-up


Parents As Friendship Coaches for Children with ADHD