Before the Study: Problem, Design, and Theoretical Framework

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The art study was created to answer a core question:

 

“Why am I not doing something I want to do?”

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The inability to start a desired task, known as task paralysis, is linked to ADHD inertia and problems with executive function.

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Initial Barriers Identified 

Major barriers to starting included:

• "significant" time and energy to get started 

• difficulty with focusing 

• overwhelming pressure to"be creative!"

• planning and assessing resources 

• feeling overwhelmed by a challenging task or perceived lack of skills

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Study Development and Design 

The study was fundamentally designed to remove as many barriers as possible to achieve daily engagement in the simplest task.

• Barrier Removal: The initial phase required the participant to draw only circles, removing the need to think about what to create, thereby overcoming the initial challenge of initiation. The goal was to develop the initial habit of showing up.

• Commitment: The minimum required commitment was 10 minutes a day.

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Theoretical Frameworks:

• Habit Formation Theory: Applied to neurodivergent inertia, the goal was to leverage consistent repetition in consistent contexts so that the behavior would become automatic, reducing cognitive effort and decision fatigue. Once formed, inertia would work for the person, sustaining the behavior.

• Flow Theory: Engagement deepens when activities balance challenge and skill, producing immersive focus and intrinsic motivation. The design aimed for small, meaningful activities to produce micro-flow states and positive emotional feedback, counteracting paralysis. If a task is too easy, it results in boredom; if too hard, it causes anxiety or frustration.

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Variables Tracked:

• Activities related to Maslow's Heriarchy of Needs (i.e. physiological, cognitive, and social).

• A specialized Perception Scale was created to serve as a daily mood assessor and explain the underlying physiology, as "mood" alone was insufficient.

• The study also utilized Polyvagal Theory to understand nervous system regulation, recognizing that feelings of safety reflect a fundamental process linked to survival and internal physiological states.

 

Methodology:

• This is an Analytical Autoethonographic Study involving the systematic collection of self-data (or simply measuring "what is"). Patterns were analyzed through the theoretical frameworks explained above, which connected personal findings to broader scientific concepts. 

• The art created was the representative outcome measuring the ability to engage, the desire to engage, and the application of developed skills.

 

During the Study: Observations, Dysregulation, and Growth

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The study involved deep self-observation and self-awareness using daily measurements.

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Engagement and State Connection:

The data collected demonstrated a clear connection between the participant's physical, mental, emotional, and creative aspects of motivation. The quality of creative work and the level of engagement were directly observable as poor when the individual was experiencing non-optimal states. The participant discovered that if they were not in a state of homeostasis, the likelihood of producing their highest quality work was low.

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The Cycle of Focus and Crash:

The initial phase of only drawing circles lasted about 25 days until it became boring (too easy), signaling a need to move past the entry-level task to maintain the flow state. Over the course of the study, a pattern of overusing strengths was observed.

• Hyperfocus: The participant sometimes engaged in high-quality work followed by a "crash", which was identified as an indication of hyperfocus.

• Neglect: This hyperfocus involved neglecting underlying foundational needs, illustrating an aspect of ADHD related to the inability to stop. The crash itself was indicated by a serious decline in the quality of the work and nervous system dysregulation.

• Catching Dysregulation: The daily tracking allowed for the recognition of nervous system dysregulation—even catching it during a meltdown—which provided insight into contributing factors.

 

Observed Growth:

The study showed growth in skill development and the application of those skills over the course of a year. Skills were learned quickly when specific engagement was present (i.e., identifying a specific skill needed to achieve a desired creative outcome). The realization that amazing things were accomplished when certain "parameters were in place" was also a key observation during this time.

 

After the Study: Conclusions, Stability, and Redefining Creativity

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The study’s outcomes led to fundamental conclusions about the prerequisites for motivation, growth, and creative engagement.

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Foundational Stability is Prerequisite:

The results strongly supported that motivation and complex engagement are fundamentally reliant on physiological and foundational stability. The elements necessary to be safe, secure, healthy, and happy (as explained by Maslow's hierarchy and Polyvagal Theory) underlie the entire motivation process.

• Homeostasis Requirement: If an individual is "out of homeostasis" or physical health is failing, they are not expected to put their best effort toward learning, growing, or creating. Engaging in non-survival activities like art requires one to be "calm enough".

• Impact on Output: The quality of the art produced was directly impacted by the underlying physiological state and surrounding events. By stabilizing the environment and removing the initiation barrier, the study provided the necessary foundation for skill development, knowledge acquisition, and creative innovation.

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Shifting Understanding of Creativity and Self:

The study fundamentally changed the understanding of creativity, moving it away from the idea that creativity “just happens" to the realization that creativity comes as a direct result of skill development, knowledge, and theory. The participant recognized the need to develop basic skills first before effective application.

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Psychological Resilience:

The study provided psychological stability. The participant was able to let go of the shame associated with life's inconsistencies by recognizing them as a natural cycle. This understanding—that life happens and priorities shift—meant that the participant could recognize when to prioritize survival needs over creative pursuits, allowing them to refocus priorities without the delay impeding future growth.