Historical Flourish curriculum outline preserved from the uploaded Group Flourish note. This is source material, not the current program sequence.
Original 43-Topic Arc
- ADHD journey basics
- Neurodivergence and foundational definitions
- Emotion mastery
- Trusting your gut / decoding emotions
- Stress model
- Self-compassion 101
- Rejection sensitivity
- Self-accommodations
- Shame and self-worth
- Personal strengths
- Values
- Hormones
- Perfectionism
- Self-compassion 2
- Silencing of girls
- People pleasing
- Communication
- Self-advocacy
- Boundaries
- Relationships
- Friendships
- Executive functioning
- Procrastination and task paralysis
- Procrastination 2
- Decision-making / choice paralysis
- Time blindness
- Hyperfocus
- Workplace
- Cooking, cleaning, and organizing
- Trauma
- Sensory profile
- ADHD and autism
- Burnout
- Mindfulness
- Anxiety, substance use, depression, and ADHD
- Medication plus sleep/exercise/nature material
- Money and impulse control
- Emotional regulation 2
- Self-compassion 3
- Unmasking / habits
- Self-care
- Reflection and integration
- Resilience / looking forward
What Still Has High Value
The older outline already recognized that ADHD support needs to extend well beyond attention and productivity. It included shame, self-compassion, hormones, relationships, communication, sensory needs, burnout, self-accommodation, mental health, and practical executive-function support.
Language and Structure to Update
Several older titles should not be carried forward literally:
- “Emotion mastery” can imply emotions should be conquered rather than understood and regulated.
- “Trust your gut” needs the qualification that body signals are information, not automatically accurate interpretations.
- “Inner superhero” and “sensory superpowers” romanticize neurodivergence.
- “Harnessing hyperfocus” can overstate hyperfocus as a controllable strength.
- “Unmasking your true self” can imply that unmasking is always possible, safe, or desirable.
- combining medication, nature, sleep, and exercise under one treatment heading can blur the very different evidence bases and roles of each.
Current Curriculum Design Principles
Use the current program rather than this list for sequencing. The current structure should preserve the useful developmental arc while keeping language neurodivergent-affirming and evidence-aware.
For the current group, boundaries work can appropriately lead into communication because identifying needs and limits makes communication practice more concrete. Burnout belongs late in the sequence, followed by reflection/integration so members can consolidate what they have learned rather than ending on depletion.
Current program: THE FLOURISH PROGRAM.