Helping Students Appreciate Individuality

 

ADHD presents a person with unique genetics and life experiences (often referred to as nature and nurture). People with ADHD may become frustrated that organization, discipline, and focus do not come naturally. However, other qualities may come naturally, such as creative problem solving and compassion. Because of nature and nurture, everyone struggles in different ways and for different reasons. People with ADHD may become jealous that others seem to have an easier life. However, people of which they might be jealous may be facing private, personal struggles. It is crucial to realize that everyone, whether they have ADHD or not, has joys and sorrows, as well as strengths and weaknesses. One life experience that we all can appreciate is employment at Nashville State Community College, where we have the opportunity to work with a diverse group of students. The Access Center staff hopes that this series of posts for ADHD Awareness Month has been beneficial to the campus community. If any of you have any questions about ADHD or any other concern, please contact Andrew Mason (ext. 3741) or Gina Jones (ext. 3721).

Helping Students Take Responsibility for Solutions

 

Last week, we looked at the importance of encouraging students as faculty and staff here at NSCC. Although we can support students, it is important to realize that students need to take responsibility as well. Students are the experts on their learning style and their needs. Instead of making complaints, it is important for students to make requests that are respectful, reasonable, and solution-focused. For example, suppose a student was having difficulty copying a PowerPoint presentation quickly enough during the lecture. Instead of complaining to the instructor that he was going too fast, the student could ask “would it be possible to post the PowerPoint on NS Online?” Another solution could be bringing a recorder to class. By focusing on solutions instead of problems, students can be more likely to succeed. One workbook for people with ADHD asks the student to list all the benefits of complaining and blaming. (The authors are making the point that there are none.) Then the workbook asks the student to list the benefits of focusing on what you can control and taking action. Hopefully that would encourage more response!

Nurturing Strengths

 

Counselors often say “counseling isn’t fixing what is broken, but nurturing what is best.” Sometimes in the world of clinical psychology, there is such an emphasis on DSM-V diagnosis that there is not enough emphasis on nurturing strengths. Some counselors only give a DSM-V diagnosis for insurance purposes, since they want their conversations with clients to be more positive.

Students who have been diagnosed with ADHD have often faced a lifetime of discouraging, problem-saturated conversations. Maybe psychiatrists focused too much on symptoms without directing them to coping skills. Perhaps they have been the target of bullying for being different. Some students may have parents who can’t tolerate their lack of motivation and organization.

A kind word to a struggling student can be life-changing. Perhaps you notice a student is especially gifted in a certain area or they really put forth an extra effort on an assignment. Maybe a student takes a creative approach to problem solving. When we help students discover their strengths, the college experience can prepare them for a lifetime of making meaningful contributions to society.

What is ADHD?

For ADHD Awareness Month, the Access

Center has composed a series of four articles

that will give you the tools to interact with this

unique population effectively.

This week, we will look at the symptoms of

ADHD and how it is diagnosed.

No single test can determine ADHD, and

other situations can mimic signs of ADHD.

(burnout, being overcommitted, side effects of

medications.) Therefore, assessment of

ADHD should be done only by a trained

professional using a variety of tests.

By examining the three different types of

ADHD—inattentive, hyperactive-impulsive,

and combined—one can better understand

the challenges of each type.

Inattentive presentation:

   Fails to pay close attention to details      
   or makes careless mistakes

         
       Has difficulty sustaining attention.


   Does not appear to listen.


   Struggles to follow through on instructions.

   Has difficulty with organization.


   Avoids or dislikes tasks requiring a lot

   of thinking.

   Loses things.


   Is easily distracted.

   Is forgetful in daily activities.
 

 

 

Hyperactive-Impulsive Presentation

    Fidgets with hands or feet or squirms in     

    chair.

    Has difficulty remaining seated.

    Runs about or climbs excessively in
    children; extreme restless in adults.

     Difficulty engaging in activities quietly
 
          Acts as if driven by a motor. Adults
    will feel inside like they were driven by   
    a motor.

    Talks excessively.

    Blurts out answers before questions   
    have been completed.

    Difficulty waiting or taking turns.

              
    Interrupts or intrudes on others.

Combined inattentive and Hyperactive-Impulsive Presentation

Has symptoms from both of the above presentations.

 

In making the diagnosis, children still should

have six or more symptoms of the disorder. In

older teens and adults the DSM-5 states they

should have at least five symptoms.

Although accurate diagnosis is crucial, it is

only the first step. One author used the

analogy of a hungry person going to a

restaurant and being diagnosed with hunger

instead of being fed! When we examine tools

and coping skills, people with ADHD can feel

more confident and those who interact with

them can better understand how to meet their

needs.

Each week in October, we will discuss a

different way to encourage people with ADHD

in higher education.