24-year-old Anna is a well-deserved time off from their studies when I reach her on the phone. The first two years of the medical program is completed. She puffed out a bit, but is still waiting for results from the two exams. One of them is called a barrier exam that must be accomplished before she has the right to move on. The road here has been anything but straightforward, but it is so much better now and she’d love to tell you why. One reason is the fact that she was diagnosed with ADHD last winter. Another is that she got to participate in a new program to help students with ADHD to structure the studying in the first place, but also life in general.
– It takes a completely different way to read here than in high school . Those who passed the exams barrier has said: “I had just taken the way I would study it would have been able to go well.” Many fall behind, because you do not understand how to take hold of the studies.
The first two years of the medical program requires highly concentrated raw plug.
– Then you get into the clinical features and then it becomes a bit easier, says Anna hopeful.
Having a diagnosis that ADHD is not in itself a barrier to higher education. But it can be a formidable challenge to myself sift large amounts of information, to organize their daily lives, plan ahead and get to practice that makes you keep the same rate as students without cognitive disabilities. High social requirements also sucks energy from the student with ADHD who may find it easy to learn, but drained of power by everything around studies.
– This is too tough, I thought at first, but tried take some time.
The number of college students who are entitled to, and seeking, special educational support is increasing rapidly. In 2013 there were 9,877 students. Most were dyslexic or had neuropsychiatric disorders. Between 2012 and 2013, the number of students who sought special support of 15 percent. The support can be a mentor, usually a specially trained student, which helps with planning and other things, or that you get to do their exams in a private room. HEIs need to develop new, more preferably less resource-intensive types of support increases with the number of students with different diagnoses grows.
Students with dyslexia is generally open about their difficulties but all with neuropsychiatric disorders are not. Anna, who is actually called something else wants to remain anonymous because she did not know if transparency would affect her chances on the labor market.
There are many preconceptions about how people with ADHD are. Diagnoses are based on symptom descriptions and all are of course different. One should not forget the benefits that ADHD may involve, such as creativity, openness, ability to hyper-focus, motivation and drive.
Anna managed to get good grades in high school, but she was depressed, had anxiety and difficult to sleep. She had a good doctor and got help from psychiatry, but it was tough years. She was on sick leave from school for a long period.
– Then I did not even know I’d go clear high school. Then I passed it and it was huge. I have been able to work my way back. It’s been really tough and I have felt unwell on and off for five years.
Despite all of this Anna succeeded in entering the medical program. When she wrote her first exam, she sat among 150 others in a large hall – a nightmare for a person who has difficulty focusing.
– I answered, not even the questions. I could answer, at least some, but I looked at all the others and tried to concentrate. Failed.
Anna’s classmates told her that she needs to calm down.
– I always started to worry me before everyone else. Though I started reading first of all, they came up and did better.
Anna did not on the first exam and immediately thought: “Help, this is not possible.” But she gave the iron and managed to get through the first three semesters anyway. First, in the spring came a kind of turning point. Firstly, she had over a period of 1.5 years investigated for ADHD and when diagnosed well formulated, it felt like a given. She was given medication and calmed by it.
About the same cranking Anna had an offer from the student counselor for people with disabilities to test a new training program for students with ADHD, designed by psychologist Birger Moëll. It’s called “Smart studying” and builds on the basics of cognitive behavioral therapy. The idea is to both improve ADHD problems and organize their studies, including by the use of apps (for structure, concentration, and other things) going to get a smart phone. Students can learn a lot about how to structure their life with work shifts, breaks, rest and activity, how to divide up the tasks and so on. There were also contacts with the psychologist Birger Moëll himself as checked if the students had made it through the program and called for support and pep.
– One time he called me when I was in the stable. I thought that this is the worst defeat. I study not now. He said: “Great that you are in the stable.” And so, it is, I had read and would continue in the evening. I feel good to be with the horses. He was so positive, I still tightened to me.
With the techniques Anna has been taught in the program (which are presented in more detail in an article on Wednesday) so understand how Anna she should structure their studying and remember what to do when. She is confident that she is able to divide the studies and dares rest in between.
– Last summer, I had planned a lot to do and there was nothing. This year there has been a lot calmer. There I plan out should I implement. There will be more pleasant for those around me too.
No comments:
Post a Comment