ADHD / TDAH
Welcome to the El Futuro ADHD Program. From this space, we seek to provide culturally appropriate information and strategies to accompany all those in contact with children and adolescents with Attention Deficit Hyperactivity Disorder.
Some of our ADHD services are:
“El Faro” – The Lighthouse: A series of classes for parents and guardians developed in conjunction with the Duke University ADHD Program, where we review different strategies for managing the behavior of children with ADHD. There are eight meetings, once a week, FREE, virtual, and in Spanish.
Videos: On the “Resources” section of this website, you will find a series of videos of less than 10 minutes that we created together with expert mothers, about ADHD.
Mentor Mothers Program: This is a group made up of mothers of children with ADHD who are further along the path and have already gone through some of the situations that other families will go through. They are available to serve as support without judgment, listening, guiding in parenting, sharing strategies, and helping with school paperwork and questions to health professionals, among other things. They are mothers who receive training and continuous supervision from El Futuro to accompany families to advocate for their children.
“El Faro” Advanced: is an open group for those people who have already finished El Faro classes. These monthly meetings aim to exchange experiences and knowledge with other families.
Coaching/Tutoring: individual meetings for parents and children/adolescents with ADHD who are patients of El Futuro.
Presentations in schools and organizations: dissemination and training on addressing ADHD with Hispanic families. For interested parties, write to tschlez@elfuturo-nc.org or msuero@elfuturo-nc.org
More materials and resources that we make together with other organizations:
Webinar: Working with Latino Patients and Their Families: For Treatment Professionals
Podcast: “How to prepare your children with ADHD for school success”
Children with ADHD need personalized accommodations for their specific needs to have the best learning experience throughout their school life. In this episode, Tamara Schlez, BA, ADHD coach and participation specialist for the organization “El Futuro,” talks about comorbid learning disabilities, the differences between the Individualized Education Program (IEP) and Section 504, and the different roles that doctors, schools, teachers, and parents have in implementing the tools for a child’s success.
Handouts
Alvely Alcántara, LCSW
Rossy C. Garcia, MEd 
Katy Sims, MD 
Everardo Aviles, LCSW, LCAS (Eve)
As a medical anthropologist and social work researcher, Dr. Gulbas’ research embodies interdisciplinarity through the integration of applied theories of health and human development with qualitative and ethnographic methodologies. Her work seeks to understand how people—children, families, and providers—navigate complex sociocultural landscapes in the pursuit of mental health. Most of her work, to date, focuses attention on developing more robust interpretations of suicide risk. With funding from the National Institutes of Mental Health, this body of research has contributed to advancements in theoretical and empirical knowledge of the broader contexts within which youth suicide risk is situated. 
R. Gabriela Barajas-Gonzalez is a developmental psychologist and an assistant professor of Population Health at NYU Grossman School of Medicine. Dr. Barajas-Gonzalez is the principal investigator of a study that examines the impact of immigration-related threat and stress on school communities. She earned a PhD in developmental psychology from Columbia University and hold a BA in human biology from Stanford University. Dr. Barajas-Gonzalez is the daughter of Mexican immigrants and a first gen college student.
Dr. Parra-Cardona is an Associate Professor in the Steve Hicks School of Social Work (SHSSW) at the University of Texas at Austin. At the SHSSW, he serves as Coordinator for Mexico and Latin American initiatives. He also serves as Area Director for Research at the UT Austin Latino Research Institute. Dr. Parra-Cardona’s program of research is focused on the cultural adaptation of evidence-based parenting interventions for low-income Latinx populations in the US and Latin America.
Bianka Reese, PhD, MSPH is a research scientist and program evaluator specializing in adolescent and young adult sexual and reproductive health. Her previous research in the experiences of Latinx LGBTQ+ youth stems from her work as the Research and Evaluation Manager at SHIFT NC (Sexual Initiatives For Teens), where she led largescale evaluations of multilevel, community-based sexual health promotion initiatives and research projects aimed at elevating the voices of diverse youth in North Carolina. Dr. Reese is currently the Senior Research Strategist at Creative Research Solutions, LLC, an award-winning national evaluation, research, and assessment firm.
Tania Connaughton-Espino, MPH is an independent researcher focused on adolescent and young adult sexual and reproductive health. Her interest in the experiences of Latinx LGBTQ+ youth stems from her previous work with SHIFT NC (Sexual Initiatives For Teens), where she led the training and evaluation department, conducted capacity-building workshops for youth serving professionals including on the topic of how to be more affirming of LGBTQ youth, and from her extensive experience working with the Latinx population in NC.
Maru Gonzalez, EdD is an Assistant Professor and Youth Development Specialist in the Department of Agricultural and Human Sciences at North Carolina State University. Her areas of inquiry include youth development with a focus on activism, social justice, and the experiences of LGBTQ+ young people across familial, school, and community contexts. 
Nayeli Y. Chavez-Dueñas, PhD
Hector Y. Adames, PsyD