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ADHD in Higher Education PowerPoint Presentation

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On : Mar 14, 2014

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  • Slide 1 - AD(H) D in Higher Education: Making it Work Dr Kate Esser: Dyslexia Coordinator Southampton Solent University ADSHE 21/06/20112
  • Slide 2 - AD(H)D You all know what AD(H) D is...however, model relates to executive functioning disorder of frontal lobe leading to symptoms such as lack of attention, distractibility, hyperactivity/restlessness and impulsivity, or poor time-keeping ADD lacks the hyperactive component Diagnosed by psychiatrist-observation and self report linked to report of symptoms Treatment-Ritalin/Concerta (Methylphenidate) or antidepressant (Atomoxetine)
  • Slide 3 - AD(H) D contd... Co-presenting conditions-depression, anxiety, mood disorder, bipolar or borderline personality disorder Appears to be hereditary and often co-presents with SpLds Behaviours caused can be extreme-overspending, overeating, gambling, driving offences, addiction, criminal conviction and sexual addiction High proportion of divorce and family estrangement Young adults often overlooked in the transition from child to adult care pathways, or told they are not eligible for medication CBT and counselling also recommended, also mindfulness
  • Slide 4 - AD(H)D and HE BDA conference presentation (2008)-AD(H) D students hardest group to engage and retain, even with support in place Females affected a little differently Key areas of difficulty are retention and progression, likewise employability AD(H)D individuals often intelligent (43% IQ of 120 or over but do not meet potential Based on practitioner experience as Dyslexia Coordinator: agree with all of the above!
  • Slide 5 - Impact on the Individual Despite undoubted creative gifts conferred by ADHD, individuals often have low self-esteem History of self-blame and being judged for behaviours and not being able to control them Labile moods and perseverance mean up and down and fixate on things: VERY INTENSE Relative emotional immaturity (30% behind peers) means friendships/relationships suffer They really mean to do it...it just doesn’t happen
  • Slide 6 - AD(H) D and the Degree... AD(H) D executive functioning antithetical to the demands of Higher Education Transition to unstructured social environment; new codes and norms and difficulty adjusting Expectation of independent engagement such as timetabled lectures and scheduled hand in for work Boredom with study where this is unsupervised or self-directed Group and social interaction can be an issue
  • Slide 7 - Social Environment Inappropriate comments in class can be misinterpreted by tutors and peers (verbal aggression/sexual remarks) Impulsive behaviour can lead to discipline or inclusion issues in academic/social settings Impulsive spending in effort to self-stimulate or feel included can lead to money trouble Alienation of peers in halls or class, leads to poor attendance Group work-exclusion by other students
  • Slide 8 - Engagement... Attending lectures where there is attendance monitoring, as often oversleep Missed hand-ins and incurred penalties due to poor time-keeping Not knowing who to contact for advice or support as they never make contact due to the above Not knowing how to find lectures Failing to get evidence for extenuating circumstances and losing out more Not taking medication to assist which compounds other issues Either lose good-will or no-one knows they are there until there is a crisis
  • Slide 9 - Academic Assignments Procrastination is the thief of academic success Last minute production of assignments and late hand-in can make individuals stressed Academic penalties can be incurred Exams may be preferred as they are shorter and create pressure Revision and behaviour issues can arise (don’t do enough or disrupt other students)
  • Slide 10 - Group Work Lack of awareness from other students as to reason for alienating behaviour Inappropriately gauged interactions (excessive talking, questioning etc or taking over How situation is managed by academic staff-awareness as to how this feels for everyone Impact on learning experience can lead to isolation or even exclusion Modified/alternative provision may be needed
  • Slide 11 - Examples of AD(H)D declarations and compounding issues P (AD(H)D/Autism-impulsive spending and sexual disinhibition, anger, stress, aggression and family issues R(ADHD/Aspergers) impulsive spending and physical risk T (ADHD/Aspergers/Bipolar): lack of medication, attendance and outcomes S(ADHD) lack of engagement with learning services, fear of stigma and suicide attempts H (Severe ADHD)-addiction, criminal behaviour and depression/anxiety/suicidal feelings N (ADHD)-work and financial problems lead to course engagement issues
  • Slide 12 - How to manage complex issues Flexible provision which takes AD(H)D issues into account Encourage accessing support from DSA if you can Close communication, as appropriate, with other agencies/families/services AD(H) D awareness and training for staff and students, as well as individuals Referral for diagnosis/medication when needed Supporting intention wherever possible! Be patient and separate the individual from the behaviour (this can be really hard) Creative problem solving can help
  • Slide 13 - Links ADDISS http://www.addiss.co.uk/ ADDCA Skills for Impulsivity - YouTube http://www.youtube.com/watch?v=ORcbHvHZNA ADD Coach Academy - Launching ADHD Success http://addca.com The Mindfulness Prescription for Adult ADHD: An 8-Step Program for Strengthening Attention, Managing Emotions, and Achieving Your Goals by Lidia Zylowska (Paperback - 28 Mar 2012) http://www.simplywellbeing.com/ Uncertain Grief Short slightly abstract piece based on Kubler-Ross' 5 stages of grief (both actor and director have ADHD)

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