Although I haven't been posting much recently, there have been a lot of changes behind the scenes. I've been fortunate enough to have a reader approach me to offer help with editing and layout issues. Her input has been VERY useful (thanks, Joanna!). I'll be tinkering past posts to improve their flow, and have already changed the blog's template to cause less eye strain and make the information more readable.
Thanks for your patience!
Tuesday, May 22, 2007
Tuesday, May 8, 2007
All-Nighters update!
I discovered an e-book that had been published - no more than a month ago, and ironically with the exact same title as my blog post - about pulling all-nighters. I was VERY pleased to see that most of the suggestions in my original post were either confirmed or reinforced by what I read in the press release. I'll break down what I read:
Confirmed: Save your stimulants until after 2 AM.
According to the info in the press release, your concentration/alertness bottoms out between 3-6 AM because of the circadian rhythm.
Reinforced info:
I suggested with sugar intake in my Vending Machine Nutrition post that a great, measurable way to get enough consistent energy to your brain is to eat 2-3 Skittles every 5-10 minutes. I use Skittles because they're bite sized, easily measured 'doses' of sugar. Gummi bears work too, as do any other candies in set sizes.
The brain is different from muscles in the fact that the brain has no ability to store energy; it takes all nourishment in directly from the blood. What I didn't know is that your brain burns a full 20% of all the blood sugars in your body. I knew the burn rate had to be high, but I had no idea it was that high.
In addition, the brain burns even more energy when trying to focus...especially between those low hours of 3-6 AM. What the guide suggested, that I didn't, was to actually use more sugar than protein for those hours. I still think getting some protein (heck, a non-fatty meal if you can swing it) is a very good idea.
One pack of Skittles should last anywhere from 1 1/2 to 3 hours...long enough to get you to 6 AM. I've tried it when I'm feeling absolutely gone (downing a can of pop), and I've been very impressed with the results. Just make sure your blood sugar levels don't collapse, or you're going to feel even more sluggish.
Update: Downsides of Alcohol consumption
The article/press release about the book mentioned that alcohol should not be consumed AT ALL before/during an all-nighter. I've read various other articles on what it does, and they basically repeated them - "reducing mental efficiency while studying" and messing with REM sleep, which is when the brain stores new memories. This is probably why blackouts occur; so much alcohol has been ingested that new memories CAN'T be stored.
While I agree with what they say about memory and sleep (I will not sleep well even after one drink), I'm not so sure about small (pre-buzz) doses of alcohol reducing mental efficiency. As I wrote in my post on alcohol, one of the other effects alcohol has is as a very fast-acting sugar. Ignoring the drug effects of alcohol, I think it's possible to use it like street cars use nitro for a fast power boost. One or two drinks typically make me feel hyper-alert. Beyond that I'm sluggish.
What it boils down to, basically, is that alcohol use depends on what you're doing during the all-nighter. If you're studying for a test, it's probably a mistake because of the effects on memory (and they're very clear, from an article I read in an old Psychology Today: "Is College Bad For You?"). You probably won't remember anything you learned while intoxicated very well after three weeks (let alone three hours), and the same goes while sleep deprived. Will that matter? That's your call.
If you're writing a paper that you feel is no big deal, alcohol might be irrelevant. I wouldn't recommend using it if you weren't planning on it already; but most of the research out there has focused on the long term (the memory effects, etc). I'm still not convinced about the immediate short run, though - which is pretty much the only thing that counts when you're in a crisis. The choice is yours, here's some info to help you make an informed decision. Alcohol can still come back to bite you, so be careful.
The book is available through LuLu for $15. You can be sure that I'm going to get it at some point!
Confirmed: Save your stimulants until after 2 AM.
According to the info in the press release, your concentration/alertness bottoms out between 3-6 AM because of the circadian rhythm.
Reinforced info:
I suggested with sugar intake in my Vending Machine Nutrition post that a great, measurable way to get enough consistent energy to your brain is to eat 2-3 Skittles every 5-10 minutes. I use Skittles because they're bite sized, easily measured 'doses' of sugar. Gummi bears work too, as do any other candies in set sizes.
The brain is different from muscles in the fact that the brain has no ability to store energy; it takes all nourishment in directly from the blood. What I didn't know is that your brain burns a full 20% of all the blood sugars in your body. I knew the burn rate had to be high, but I had no idea it was that high.
In addition, the brain burns even more energy when trying to focus...especially between those low hours of 3-6 AM. What the guide suggested, that I didn't, was to actually use more sugar than protein for those hours. I still think getting some protein (heck, a non-fatty meal if you can swing it) is a very good idea.
One pack of Skittles should last anywhere from 1 1/2 to 3 hours...long enough to get you to 6 AM. I've tried it when I'm feeling absolutely gone (downing a can of pop), and I've been very impressed with the results. Just make sure your blood sugar levels don't collapse, or you're going to feel even more sluggish.
Update: Downsides of Alcohol consumption
The article/press release about the book mentioned that alcohol should not be consumed AT ALL before/during an all-nighter. I've read various other articles on what it does, and they basically repeated them - "reducing mental efficiency while studying" and messing with REM sleep, which is when the brain stores new memories. This is probably why blackouts occur; so much alcohol has been ingested that new memories CAN'T be stored.
While I agree with what they say about memory and sleep (I will not sleep well even after one drink), I'm not so sure about small (pre-buzz) doses of alcohol reducing mental efficiency. As I wrote in my post on alcohol, one of the other effects alcohol has is as a very fast-acting sugar. Ignoring the drug effects of alcohol, I think it's possible to use it like street cars use nitro for a fast power boost. One or two drinks typically make me feel hyper-alert. Beyond that I'm sluggish.
What it boils down to, basically, is that alcohol use depends on what you're doing during the all-nighter. If you're studying for a test, it's probably a mistake because of the effects on memory (and they're very clear, from an article I read in an old Psychology Today: "Is College Bad For You?"). You probably won't remember anything you learned while intoxicated very well after three weeks (let alone three hours), and the same goes while sleep deprived. Will that matter? That's your call.
If you're writing a paper that you feel is no big deal, alcohol might be irrelevant. I wouldn't recommend using it if you weren't planning on it already; but most of the research out there has focused on the long term (the memory effects, etc). I'm still not convinced about the immediate short run, though - which is pretty much the only thing that counts when you're in a crisis. The choice is yours, here's some info to help you make an informed decision. Alcohol can still come back to bite you, so be careful.
The book is available through LuLu for $15. You can be sure that I'm going to get it at some point!
Sunday, April 29, 2007
A Case Study on Draining Schoolwork
Because I was always good at math (mental math in particular), I decided to be a physics major in college. Nearly flunking out of UMTYMP (A gifted math class; I took college level honors calc in 9th grade) in high school twice should have been a clue that this may have been a bad idea, but I was pretty set on it anyway.
The basics were GREAT - I love the conceptual side of physics. However, things went downhill quickly the more advanced the material got. Analytical mechanics and quantum physics? Ugly. I was hitting my threshold for frustration tolerance on a very consistent level...my ADD got in the way.
Whenever I hit my 30 minute concentration limit but made no perceptible progress toward finishing a problem, my brain just shut down - even with meds. I actually got physically tired, sluggish and was unable to think. If I couldn't do 30 minute problems, how was I supposed to do single problems that took SIX HOURS (quantum mechanics)?
I could not figure out how to make it work. Even though I had gotten my suggestions at the counseling center at the beginning of the semester (for my accommodations), and knew all of what was offered within the physics department, I didn't bother to go back and tell them I was having trouble with this stuff. How were they going to help me? In hindsight, I should have gone in to the professors the second I started to feel drowsy after working on a problem. However, that was typically very intimidating - and I was generally unhappy and felt like I was banging my head against a brick wall.
After failing one class and dropping two more, I finally dropped the major. Happily, though, I still had another major I was working towards, and a killer extracurricular that I loved - theater. Ironically, the decision to drop quantum (and thus the major) happened because a test was going to fall the day after opening night of one of the plays. Had I not dropped it then, I would have later had another test fall like that after a different play. I learned quite well the difference between quitting and cutting your losses.
The basics were GREAT - I love the conceptual side of physics. However, things went downhill quickly the more advanced the material got. Analytical mechanics and quantum physics? Ugly. I was hitting my threshold for frustration tolerance on a very consistent level...my ADD got in the way.
Whenever I hit my 30 minute concentration limit but made no perceptible progress toward finishing a problem, my brain just shut down - even with meds. I actually got physically tired, sluggish and was unable to think. If I couldn't do 30 minute problems, how was I supposed to do single problems that took SIX HOURS (quantum mechanics)?
I could not figure out how to make it work. Even though I had gotten my suggestions at the counseling center at the beginning of the semester (for my accommodations), and knew all of what was offered within the physics department, I didn't bother to go back and tell them I was having trouble with this stuff. How were they going to help me? In hindsight, I should have gone in to the professors the second I started to feel drowsy after working on a problem. However, that was typically very intimidating - and I was generally unhappy and felt like I was banging my head against a brick wall.
After failing one class and dropping two more, I finally dropped the major. Happily, though, I still had another major I was working towards, and a killer extracurricular that I loved - theater. Ironically, the decision to drop quantum (and thus the major) happened because a test was going to fall the day after opening night of one of the plays. Had I not dropped it then, I would have later had another test fall like that after a different play. I learned quite well the difference between quitting and cutting your losses.
Withdrawl: An escape without other options
What would you do if you were forced into an activity that caused you a lot of emotional pain and trauma? Does the working world expect you to stay at a job where people tell you that you're lousy for 13 to 17 years of your life? Of course not. An adult has the option to say, "I quit," and find an alternative, healthier work environment. Children, teens, and young adults in college do not have this luxury, or in truth ANY options. They are simply expected to tough it out or maybe find better classes (most of which are set up exactly the same way). Alternative learning methods/systems are usually prohibitively expensive - and these are placed on the parents' shoulders to recognize and find.
How would you survive this emotional onslaught, especially if you were fairly sure what was going to happen when all was said and done (i.e. inevitably fail your papers, tests, etc.)? More often than not, students just quit; before having any alternatives offered by the system. This doesn't even scratch the surface of our appalling high school dropout rates: 33% nationally - that is, 1 in 3 students. I don't know how bad it is for college students, though I read once that of a group of ADHD students polled who even tried college (20% of those surveyed), only a quarter of them graduated with a degree (1 in 20; or 5%).
If they don't outright drop out, they often give up mentally and accept their fate as underachievers (i.e., lazy good-for-nothings). The lucky ones will be stubborn enough to succeed in spite of problems - and seek out working survival solutions (what this blog is intended to help with). The way these achievement problems are labeled, and consequently handled, can make or break a student - both mentally and grade-wise. Even though I suspect that the information on graduation rates of ADHD students in college is outdated, I wouldn't be surprised if it still severely lags the overall graduation rate.
That *may* be changing as more colleges respond to the needs of these students (it would be about time), but unfortunately, students still need to be their own best advocates to ensure their survival in the academic wilderness. Most classes still use teaching methods that hit ADHD weak zones (like lecturing and long projects). To get a reprieve, get involved in extracurriculars.
With all the odds stacked against them, it's difficult to see the upside of getting through schooling - but it is worth it. I hope and envision that someday soon, having an LD like ADD/HD will be completely irrelevant to someone's ability to get through school and college. Until then, don't give up! There is an end to the frustration. Knowing this was one of the only things that pulled me through, and I wish you all a better academic experience.
How would you survive this emotional onslaught, especially if you were fairly sure what was going to happen when all was said and done (i.e. inevitably fail your papers, tests, etc.)? More often than not, students just quit; before having any alternatives offered by the system. This doesn't even scratch the surface of our appalling high school dropout rates: 33% nationally - that is, 1 in 3 students. I don't know how bad it is for college students, though I read once that of a group of ADHD students polled who even tried college (20% of those surveyed), only a quarter of them graduated with a degree (1 in 20; or 5%).
If they don't outright drop out, they often give up mentally and accept their fate as underachievers (i.e., lazy good-for-nothings). The lucky ones will be stubborn enough to succeed in spite of problems - and seek out working survival solutions (what this blog is intended to help with). The way these achievement problems are labeled, and consequently handled, can make or break a student - both mentally and grade-wise. Even though I suspect that the information on graduation rates of ADHD students in college is outdated, I wouldn't be surprised if it still severely lags the overall graduation rate.
That *may* be changing as more colleges respond to the needs of these students (it would be about time), but unfortunately, students still need to be their own best advocates to ensure their survival in the academic wilderness. Most classes still use teaching methods that hit ADHD weak zones (like lecturing and long projects). To get a reprieve, get involved in extracurriculars.
With all the odds stacked against them, it's difficult to see the upside of getting through schooling - but it is worth it. I hope and envision that someday soon, having an LD like ADD/HD will be completely irrelevant to someone's ability to get through school and college. Until then, don't give up! There is an end to the frustration. Knowing this was one of the only things that pulled me through, and I wish you all a better academic experience.
Are You Lazy? How to Tell in Ten Seconds
There is no doubt that not doing schoolwork is a bad omen, but laziness is an over-applied reason. I can point out you're not lazy in about ten seconds through one simple question...
Do you have any hobbies or interests that excite you? Things that can engulf your attention non-stop; potentially to the point of losing track of time? That is, is there anything you're extremely passionate about doing that takes hard work? If you answer yes to any of these, you're not lazy. There are many examples of this that prove exactly the opposite of the laziness lie...that someone is really incredibly industrious.
Examples are performing arts, whether it be an instrument, dance, or especially group activities like show choirs or theater/stage performing is NOT lazy. Actors can work incredibly brutal schedules, spending 15 hours a day preparing, performing, and rehearsing. Anybody who plays a sport - even if they do NOTHING outside of practices, is still giving as much as they possibly can all the time. Extracurriculars in general give people an outlet as something to take pride in...and are a key debunker of 'laziness' and a savior of self esteem.
Another example is a student who can spend 2-3 hours a day faithfully playing a video game - in particular, I'm talking about players of MMORPGs - examples of which are World of Warcraft, Everquest, Guild Wars or Maple Story. The reason I bring up video games is because they are typically blamed for a student's problems, or worse, the students themselves are called lazy for engaging in these games. Parents and teachers may be aware of the addictive qualities of these games, but they more often than not (unless they are players themselves) fail to understand just how much WORK, TIME and PASSION players pour into improving their characters.
Case in point: I worked very hard on a character I had in a MMORPG (a game like Everquest or World of Warcraft) called Dark Age of Camelot (a level 50 Warden in Hib/Kay with over 1130 AC, if you're wondering); after a year and a half of playing, I checked how much total time was spent in game in this one character: to my embarrassment and astonishment, over 55 days were spent in game. That's over 1300 hours.
Is it fair to call anybody who works on a single project for that long over that kind of timeframe lazy? I don't think so, and I wanted to make a point of this. At its worst, it's misapplied time - but this kind of dedication is a mark of industriousness. Players who have such characters have every right to take a great deal of pride in their accomplishments. They've worked for it! How, then, if all of the above people are so industrious, can they not spend even twenty minutes on their homework? Simple. It's not at all stimulating, and I would hardly call a letter grade "feedback."
Even though I was diagnosed with ADD in second grade, the damaging labels did not creep into the picture until much, much later. How much sense does it make to call a primary schooler lazy? It wouldn't happen until workloads get more intense (middle school, roughly 7th and 8th grades)...which is when the label of 'lazy' starts to creep in like a slow poison. It's just not true - counter any thoughts, implications, or outright accusations of laziness with the above. You deserve better than that. Laziness is not the real issue. The real issue will be covered in another post.
Do you have any hobbies or interests that excite you? Things that can engulf your attention non-stop; potentially to the point of losing track of time? That is, is there anything you're extremely passionate about doing that takes hard work? If you answer yes to any of these, you're not lazy. There are many examples of this that prove exactly the opposite of the laziness lie...that someone is really incredibly industrious.
Examples are performing arts, whether it be an instrument, dance, or especially group activities like show choirs or theater/stage performing is NOT lazy. Actors can work incredibly brutal schedules, spending 15 hours a day preparing, performing, and rehearsing. Anybody who plays a sport - even if they do NOTHING outside of practices, is still giving as much as they possibly can all the time. Extracurriculars in general give people an outlet as something to take pride in...and are a key debunker of 'laziness' and a savior of self esteem.
Another example is a student who can spend 2-3 hours a day faithfully playing a video game - in particular, I'm talking about players of MMORPGs - examples of which are World of Warcraft, Everquest, Guild Wars or Maple Story. The reason I bring up video games is because they are typically blamed for a student's problems, or worse, the students themselves are called lazy for engaging in these games. Parents and teachers may be aware of the addictive qualities of these games, but they more often than not (unless they are players themselves) fail to understand just how much WORK, TIME and PASSION players pour into improving their characters.
Case in point: I worked very hard on a character I had in a MMORPG (a game like Everquest or World of Warcraft) called Dark Age of Camelot (a level 50 Warden in Hib/Kay with over 1130 AC, if you're wondering); after a year and a half of playing, I checked how much total time was spent in game in this one character: to my embarrassment and astonishment, over 55 days were spent in game. That's over 1300 hours.
Is it fair to call anybody who works on a single project for that long over that kind of timeframe lazy? I don't think so, and I wanted to make a point of this. At its worst, it's misapplied time - but this kind of dedication is a mark of industriousness. Players who have such characters have every right to take a great deal of pride in their accomplishments. They've worked for it! How, then, if all of the above people are so industrious, can they not spend even twenty minutes on their homework? Simple. It's not at all stimulating, and I would hardly call a letter grade "feedback."
Even though I was diagnosed with ADD in second grade, the damaging labels did not creep into the picture until much, much later. How much sense does it make to call a primary schooler lazy? It wouldn't happen until workloads get more intense (middle school, roughly 7th and 8th grades)...which is when the label of 'lazy' starts to creep in like a slow poison. It's just not true - counter any thoughts, implications, or outright accusations of laziness with the above. You deserve better than that. Laziness is not the real issue. The real issue will be covered in another post.
Monday, April 23, 2007
Factual Commentary on The Word: Psychopharma-Parenting
As I watched the Colbert Report tonight, I was thinking about an episode of his that I saw about a year ago or so on this very subject. I decided to head over to comedy central's Motherload to see if it was still in their archives. It was...and it's still hilarious to listen to. For fun, with some facts included to enhance the experience, I'm embedding the clip into this post, with some commentary placed below the clip.
I must say I'm pretty impressed with the writers - they really did their research! Armed with the April 23 U.S. News & World Report, of which the cover story is "Speed Freaks," I've learned a few more factoids about stimulant over-use in the US (particularly caffeine) which are relevant. In addition, that article is the subject of a coming post. I was mortified when I read it, but that will wait for later. Enjoy! :)
"They've got all these fun activites that they don't allow the kids to do."
Just minutes before starting this clip, he mentioned that dodgeball has pretty much been banned from schools. Sad! It was a staple of my grade school gym experience! What's wrong with an occasional nosebleed, or even a scratch or bruise?!? Nobody can have fun anymore.
Once again, trial and error have been pulled out of the system because the schools are afraid of nosebleeds (getting crucified by parents). Sure, the kid might get sucker-smacked in the face once or twice, but next time...he'll know to duck. That is, assuming he doesn't get distracted by someone's glinting watch...
"...there was enough [children's medications] to feed an army; or, at least, increase an army's attention span."
A factoid I didn't know until I read the U.S. News article: "The U.S. military issued amphetamine tablets to soldiers during WWII to prevent fatigue."
"It's a darn good thing more kids are getting medicated. The article says they're...[written: teenagers]"
This is a valid criticism/concern - my view is to medicate when/as needed, and not more. This could still mean being medicated every day is quite beneficial - as I learned AFTER graduating college...go figure. Still, as long as the student can pass without meds, *and also feels happier off them*, I believe it should be their choice. As I've said before - even though I was diagnosed in 2nd grade, I didn't medicate until 7th grade (when I nearly flunked out of a gifted math class).
"Instead of spanking their butts, we're spanking their brains."
I've read pretty much every opinion about how much schools/parents/doctors are over-prescribing the meds, and I'm not quite sure who's really the most accurate. Really, it depends on who you ask, and how involved they are in the real diagnosis process. Personally, I trust the opinions of psychologists with ADHD the most.
One new thing that has surfaced over the last few years is the changing view of the role teachers play in diagnosing it. The best description I've heard boils down to this: Teachers are in the best position to spot ADHD in children, because they see enough students to recognize who stands out. Coupled with a psychologist's examination, this is very powerful evidence towards an accurate diagnosis.
"Having a kid on meds is like having a kid with adjustable knobs."
While I don't have anything funny to say, I can verify from experience that the stimulant meds really do act like a kind of knob. Off meds, I constantly have some sort of 'chatter' going on in my head - either music, fleeting thoughts, or a conversation with myself. Meds turn down the internal volume, helping me to concentrate.
"Now, I'm no doctor - I don't know the long term effects..."
I got a really good laugh the first time I heard this - the caption at the end of that sentence pretty much says it all. There still isn't much out there yet; I'm guessing we won't get more conclusive info for another 3-5 years.
However, Dr. Amen has talked in his books about the effects a lot of long-term caffeine exposure has on the brain (this is one form of self-medicating, as is nicotine; i.e. ways people undiagnosed with ADHD who may have it treat their 'sloppiness' or 'laziness,' whatever) ...essentially, caffeine shrinks the brain slightly over time. Interestingly, he does not believe the prescription stimulants do this.
"...but I do know the long term effects on the pharmaceutical industry: fantastic."
I don't really have much to say about this, except that I learned last week at a conference that for treatment options, stimulants alone worked way better than behavior therapy alone. If you need the meds to scrape through, by all means use them!
Random fact - and the real reason I posted this quote: a new stimulant med is being developed that will only activate if absorbed through the stomach - and not through snorting. I personally find it kind of funny and sad at the same time, that this is going to be its selling point.
Never snorted my Adderal/Ritalin, and never sold it to anybody else either. As another matter of fact - 3% of all college students have taken prescription stimulants that weren't prescribed to them, and that number is growing pretty fast. I do NOT recommend selling your prescriptions to others...it could get pretty ugly if something bad happens.
That's all for now! Keep posted for more info coming soon.
I must say I'm pretty impressed with the writers - they really did their research! Armed with the April 23 U.S. News & World Report, of which the cover story is "Speed Freaks," I've learned a few more factoids about stimulant over-use in the US (particularly caffeine) which are relevant. In addition, that article is the subject of a coming post. I was mortified when I read it, but that will wait for later. Enjoy! :)
"They've got all these fun activites that they don't allow the kids to do."
Just minutes before starting this clip, he mentioned that dodgeball has pretty much been banned from schools. Sad! It was a staple of my grade school gym experience! What's wrong with an occasional nosebleed, or even a scratch or bruise?!? Nobody can have fun anymore.
Once again, trial and error have been pulled out of the system because the schools are afraid of nosebleeds (getting crucified by parents). Sure, the kid might get sucker-smacked in the face once or twice, but next time...he'll know to duck. That is, assuming he doesn't get distracted by someone's glinting watch...
"...there was enough [children's medications] to feed an army; or, at least, increase an army's attention span."
A factoid I didn't know until I read the U.S. News article: "The U.S. military issued amphetamine tablets to soldiers during WWII to prevent fatigue."
"It's a darn good thing more kids are getting medicated. The article says they're...[written: teenagers]"
This is a valid criticism/concern - my view is to medicate when/as needed, and not more. This could still mean being medicated every day is quite beneficial - as I learned AFTER graduating college...go figure. Still, as long as the student can pass without meds, *and also feels happier off them*, I believe it should be their choice. As I've said before - even though I was diagnosed in 2nd grade, I didn't medicate until 7th grade (when I nearly flunked out of a gifted math class).
"Instead of spanking their butts, we're spanking their brains."
I've read pretty much every opinion about how much schools/parents/doctors are over-prescribing the meds, and I'm not quite sure who's really the most accurate. Really, it depends on who you ask, and how involved they are in the real diagnosis process. Personally, I trust the opinions of psychologists with ADHD the most.
One new thing that has surfaced over the last few years is the changing view of the role teachers play in diagnosing it. The best description I've heard boils down to this: Teachers are in the best position to spot ADHD in children, because they see enough students to recognize who stands out. Coupled with a psychologist's examination, this is very powerful evidence towards an accurate diagnosis.
"Having a kid on meds is like having a kid with adjustable knobs."
While I don't have anything funny to say, I can verify from experience that the stimulant meds really do act like a kind of knob. Off meds, I constantly have some sort of 'chatter' going on in my head - either music, fleeting thoughts, or a conversation with myself. Meds turn down the internal volume, helping me to concentrate.
"Now, I'm no doctor - I don't know the long term effects..."
I got a really good laugh the first time I heard this - the caption at the end of that sentence pretty much says it all. There still isn't much out there yet; I'm guessing we won't get more conclusive info for another 3-5 years.
However, Dr. Amen has talked in his books about the effects a lot of long-term caffeine exposure has on the brain (this is one form of self-medicating, as is nicotine; i.e. ways people undiagnosed with ADHD who may have it treat their 'sloppiness' or 'laziness,' whatever) ...essentially, caffeine shrinks the brain slightly over time. Interestingly, he does not believe the prescription stimulants do this.
"...but I do know the long term effects on the pharmaceutical industry: fantastic."
I don't really have much to say about this, except that I learned last week at a conference that for treatment options, stimulants alone worked way better than behavior therapy alone. If you need the meds to scrape through, by all means use them!
Random fact - and the real reason I posted this quote: a new stimulant med is being developed that will only activate if absorbed through the stomach - and not through snorting. I personally find it kind of funny and sad at the same time, that this is going to be its selling point.
Never snorted my Adderal/Ritalin, and never sold it to anybody else either. As another matter of fact - 3% of all college students have taken prescription stimulants that weren't prescribed to them, and that number is growing pretty fast. I do NOT recommend selling your prescriptions to others...it could get pretty ugly if something bad happens.
That's all for now! Keep posted for more info coming soon.
Sunday, April 22, 2007
The Role of Mistakes in Learning vs. Academia
This post is spun off of a longer one I was writing about why you're not lazy or stupid - but this section can be free-standing. I'm posting it by itself to get it out there, and to allow me to branch off to other sections. I'm aware I haven't posted anything in a while, but I HAVE been working.
Mistakes typically seem to have horrible connotations and pain attached to them; people are mortified when they realize they've goofed. Many would rather hide flaws than admit they were wrong. Mistakes are hated and shunned, and for a very logical reason - we've learned to hate them. All of them...including "honest" mistakes. People are trained to be so afraid of making mistakes that they will avoid the chance of being wrong at any cost - including a chance at significant growth.
How much productivity have we lost as a culture because people are afraid to screw up? I believe accountability for your actions is important, but that accountability ends after learning from mistakes and improving. There is nothing right or just about crucifying/punishing someone for messing up, either - yet we see this attitude of unforgiveness and "I'm going to get you" all the time. This isn't just from outsiders - but from within ourselves as well.
I find this to be extremely unfortunate. People equate mistakes with failure, and that's just not the case. One of the best quotes about mistakes I've ever heard came from a real estate guru, Robert G. Allen, when he said "There is no failure; there is only feedback." I believe that this is the natural intention of mistakes; to provide feedback to improve [and correct!] how things are done next time. Yes, some mistakes are more costly than others - but is it necessary to add insult to injury through additional punishments?
My concerns within the school system is that this is exactly what is happening, and the role of mistakes in true learning - as a mechanism of feedback - is being subjugated into a mechanism of terror.
The role of mismatched skills and accompanying mistakes...
...in the poisoning of academic self-esteem
Not every person is good at every activity - and people would rather spend time doing what they're good at than what they're not good at. Different activities require different skill sets, and academia is no different. Unfortunately, academia requires EVERYONE to use a particular set of skills - and accomodations like 504 plans are limited in the substitution/adaptation of skills allowed. Not having the right skill sets for an activity can cause some serious frustrations and setbacks - especially problems related to brain wiring (like executive control/focus problems linked to ADD/HD). Mistakes can and will happen with this mismatch of skill sets. Compensation for shortcomings does not come without some trial and error. Mistakes are the error part of this equation, and come after a trial.
It all starts with one mistake, which leads to frustration and another mistake. Eventually, it becomes an unending cycle of doubt and frustration which stings and snipes at you all the way through college. Every homework assignment, and every paper you try to do is hampered because of this mis-match of skills. It's very frustrating and discouraging, and difficult to survive in such a negative environment. All it takes to set you down this path is, in a vulnerable moment, for one person to even imply that you're not trying hard enough.
Mistakes as learning experiences
As I quoted before, "There is no failure, only feedback." This has been extremely encouraging throughout school - it has reminded me how the natural world; the world outside of academia works. You fall down, you might get scraped up or bleed a little - but you're able to get back up at your own pace. You get as many chances as you need. My own experience has verified this: if Plan A doesn't work, I have always found at least a Plan B. It may be more expensive than Plan A or more time consuming - sometimes both - but the option is always there if you're looking for it.
It's certainly annoying to screw up - but it's not usually a big deal because you can always recover from a blunder. Mistakes are an integral part of the learning process. You can always pick up and try it again, if not something else that could work better. Correction and learning require a continual process of trial and error. Mistakes are the error part of this equation - but in order to capitalize on them, you need to run an additional trial. You typically have enough chances to learn from your mistakes in the real world.
Mistakes as poisonous scars to self-esteem
Academia is different - you usually only get one trial, short-circuiting the learning/correction process. Worse, it is a place where everyone is pressured to be successful. Only if you're lucky do you get additional chances, and even with accomodations, you're typically forced to beg for a do-over. This is an absolutely humiliating process - even at the college level. How do you think a 7th or 8th grader feels?
The pressure the system puts on the children is essentially telling them, "YOU HAVE ONE SHOT TO MAKE IT IN THIS WORLD. DO IT RIGHT THE FIRST TIME OR YOU'LL BE A LOSER FOREVER." Do you think a typical 7th or 8th grader, in such an intimidating environment, is going to have the brass to ask for a redo - or even admit to making a mistake? I don't think so.
I believe this is the main reason the pain of mistakes in the school system is so intense; mistakes, instead of being correctable learning experiences, are cemented into your grades. By the time you find out you're wrong, you're typically too late to do anything about it.
My German classes at my college were a prime example of this: I had studied abroad for a year in Austria after high school. I worked very hard on my German while I was over there, and was good enough to fool natives. A couple of oral German classes in college, through constantly pointing out my mistakes, actually reduced my confidence in my mastery of the spoken language. I'm not the only one who had this experience, either.
Internalization of accumulated mistakes as personal failures
It's painful to hear that you're wrong. It's even more painful to not get chances to fix your mistakes. Make enough mistakes in a row, and the system tells you that you failed a course. How does a frustrated, discouraged student who has been doing everything they can think of hear this? "You're a failure," or, more bluntly, "You suck at life." Add in even a few comments from teachers and parents telling you that you need to "try harder," or that you didn't try "hard enough" to magnify this effect a thousand times. Once that scolding is in your head, it takes a long, hair-tearing time for it to go away - if it ever does.
Look at the difference between the dictionary definitions of mistakes and failures. You'll notice that mistakes are almost all listed as singular events. The final definition of failure describes a person's state of being - as a flawed thing. That's a pretty serious difference. Mistakes are a natural part of learning; a mistake means you're human. Academic mistakes, however, usually seem to imply that you're a human failure. Even worse, students who hear this are expected or required to stay in this negative environment for a minimum of 13 to 17 years (up until college graduation). Is there any wonder that depression and anxiety rates among college students (and I imagine soon high school students as well) are climbing so quickly?
What you can take from this
This isn't exactly encouraging to hear this - but at least it can help you understand where some of your fears of failure come from; academia's structure. I believe many, many problems of perfectionism, and in turn, low self-esteem, come from this unhealthy view of mistakes. It is totally unrealistic to expect people to be perfect. Mistakes are a natural part of being human; academia is an artificial environment. Those of you who are suffering in the school system; take heart in the fact that the real world is much more forgiving than academia. There are always alternatives available if you're looking for them. Best of luck to all of you.
Mistakes typically seem to have horrible connotations and pain attached to them; people are mortified when they realize they've goofed. Many would rather hide flaws than admit they were wrong. Mistakes are hated and shunned, and for a very logical reason - we've learned to hate them. All of them...including "honest" mistakes. People are trained to be so afraid of making mistakes that they will avoid the chance of being wrong at any cost - including a chance at significant growth.
How much productivity have we lost as a culture because people are afraid to screw up? I believe accountability for your actions is important, but that accountability ends after learning from mistakes and improving. There is nothing right or just about crucifying/punishing someone for messing up, either - yet we see this attitude of unforgiveness and "I'm going to get you" all the time. This isn't just from outsiders - but from within ourselves as well.
I find this to be extremely unfortunate. People equate mistakes with failure, and that's just not the case. One of the best quotes about mistakes I've ever heard came from a real estate guru, Robert G. Allen, when he said "There is no failure; there is only feedback." I believe that this is the natural intention of mistakes; to provide feedback to improve [and correct!] how things are done next time. Yes, some mistakes are more costly than others - but is it necessary to add insult to injury through additional punishments?
My concerns within the school system is that this is exactly what is happening, and the role of mistakes in true learning - as a mechanism of feedback - is being subjugated into a mechanism of terror.
The role of mismatched skills and accompanying mistakes...
...in the poisoning of academic self-esteem
Not every person is good at every activity - and people would rather spend time doing what they're good at than what they're not good at. Different activities require different skill sets, and academia is no different. Unfortunately, academia requires EVERYONE to use a particular set of skills - and accomodations like 504 plans are limited in the substitution/adaptation of skills allowed. Not having the right skill sets for an activity can cause some serious frustrations and setbacks - especially problems related to brain wiring (like executive control/focus problems linked to ADD/HD). Mistakes can and will happen with this mismatch of skill sets. Compensation for shortcomings does not come without some trial and error. Mistakes are the error part of this equation, and come after a trial.
It all starts with one mistake, which leads to frustration and another mistake. Eventually, it becomes an unending cycle of doubt and frustration which stings and snipes at you all the way through college. Every homework assignment, and every paper you try to do is hampered because of this mis-match of skills. It's very frustrating and discouraging, and difficult to survive in such a negative environment. All it takes to set you down this path is, in a vulnerable moment, for one person to even imply that you're not trying hard enough.
Mistakes as learning experiences
As I quoted before, "There is no failure, only feedback." This has been extremely encouraging throughout school - it has reminded me how the natural world; the world outside of academia works. You fall down, you might get scraped up or bleed a little - but you're able to get back up at your own pace. You get as many chances as you need. My own experience has verified this: if Plan A doesn't work, I have always found at least a Plan B. It may be more expensive than Plan A or more time consuming - sometimes both - but the option is always there if you're looking for it.
It's certainly annoying to screw up - but it's not usually a big deal because you can always recover from a blunder. Mistakes are an integral part of the learning process. You can always pick up and try it again, if not something else that could work better. Correction and learning require a continual process of trial and error. Mistakes are the error part of this equation - but in order to capitalize on them, you need to run an additional trial. You typically have enough chances to learn from your mistakes in the real world.
Mistakes as poisonous scars to self-esteem
Academia is different - you usually only get one trial, short-circuiting the learning/correction process. Worse, it is a place where everyone is pressured to be successful. Only if you're lucky do you get additional chances, and even with accomodations, you're typically forced to beg for a do-over. This is an absolutely humiliating process - even at the college level. How do you think a 7th or 8th grader feels?
The pressure the system puts on the children is essentially telling them, "YOU HAVE ONE SHOT TO MAKE IT IN THIS WORLD. DO IT RIGHT THE FIRST TIME OR YOU'LL BE A LOSER FOREVER." Do you think a typical 7th or 8th grader, in such an intimidating environment, is going to have the brass to ask for a redo - or even admit to making a mistake? I don't think so.
I believe this is the main reason the pain of mistakes in the school system is so intense; mistakes, instead of being correctable learning experiences, are cemented into your grades. By the time you find out you're wrong, you're typically too late to do anything about it.
My German classes at my college were a prime example of this: I had studied abroad for a year in Austria after high school. I worked very hard on my German while I was over there, and was good enough to fool natives. A couple of oral German classes in college, through constantly pointing out my mistakes, actually reduced my confidence in my mastery of the spoken language. I'm not the only one who had this experience, either.
Internalization of accumulated mistakes as personal failures
It's painful to hear that you're wrong. It's even more painful to not get chances to fix your mistakes. Make enough mistakes in a row, and the system tells you that you failed a course. How does a frustrated, discouraged student who has been doing everything they can think of hear this? "You're a failure," or, more bluntly, "You suck at life." Add in even a few comments from teachers and parents telling you that you need to "try harder," or that you didn't try "hard enough" to magnify this effect a thousand times. Once that scolding is in your head, it takes a long, hair-tearing time for it to go away - if it ever does.
Look at the difference between the dictionary definitions of mistakes and failures. You'll notice that mistakes are almost all listed as singular events. The final definition of failure describes a person's state of being - as a flawed thing. That's a pretty serious difference. Mistakes are a natural part of learning; a mistake means you're human. Academic mistakes, however, usually seem to imply that you're a human failure. Even worse, students who hear this are expected or required to stay in this negative environment for a minimum of 13 to 17 years (up until college graduation). Is there any wonder that depression and anxiety rates among college students (and I imagine soon high school students as well) are climbing so quickly?
What you can take from this
This isn't exactly encouraging to hear this - but at least it can help you understand where some of your fears of failure come from; academia's structure. I believe many, many problems of perfectionism, and in turn, low self-esteem, come from this unhealthy view of mistakes. It is totally unrealistic to expect people to be perfect. Mistakes are a natural part of being human; academia is an artificial environment. Those of you who are suffering in the school system; take heart in the fact that the real world is much more forgiving than academia. There are always alternatives available if you're looking for them. Best of luck to all of you.
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