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For young people with ADD and ADHD, it is more than just good advice \u2013 it is a recommendation, it really makes sense, because although many people with ADD and ADHD naturally complete and certainly also enjoy their studies, this group of young people will experience more than others that the joy of studying disappears to a greater or lesser extent during their studies.<\/span><\/p>\n There can be many reasons for this \u2013 from the experience of monotony due to a lack of understanding from the study environment to frustration over demands for initiating and maintaining the level of activity.<\/span><\/p>\n The Danish Institute of Public Health has conducted a questionnaire survey with 86,000 respondents, where STX (a 3-year upper secondary education), HF (2-year higher preparatory examination) and EUD (vocational training of varying duration) are compared to each other in terms of well-being.<\/span><\/p>\n The study, conducted in 2014 and again in 2018, shows that no young person with ADD or ADHD can say they are free from feeling stressed. At the same time, the figures show that girls generally feel more pressured than boys.<\/span><\/p>\n One of the most concrete examples of where problems arise is with homework. It is often postponed, and then the pile of assignments that need to be handed in grows, as does the feeling of pressure. A vicious spiral occurs, and studying becomes unmanageable.<\/span><\/p>\n The pressure experienced by students with ADD or ADHD is greatest at STX and HF. These are both academic programs, and this can cause problems for this group of young people. People with ADD and ADHD have the challenge that the production of dopamine \u2013 the brain's reward chemical, which is triggered by, for example, love, exercise, sex or food \u2013 is delayed compared to others. The lack of dopamine production often means that the young person has difficulty starting to do homework, because he or she does not have enough energy to get started on the task. When it so desperately HAS to be solved because the deadline is approaching, it is difficult to maintain concentration, and solving the task takes (too) long. And this pattern contributes to the fact that young people widely lose faith in their own abilities.<\/span><\/p>\n A possible explanation for why young people at EUD do not experience the same degree of pressure may be that, in addition to academic subjects, they also have practical elements in their education. This helps with dopamine production and, all else being equal, reduces the feeling of restlessness.<\/span><\/p>\n <\/p>\n[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201d1_4\u2033 _builder_version=\u201d3.25\u2033 custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201d4.7.4\u2033 _module_preset=\u201ddefault\u201d] When young people are choosing an education, there is often one specific piece of advice from family and friends: Choose something you like. For young people with ADD and ADHD, it is more than just good advice \u2013 it is a recommendation that really makes sense, because although many people with ADD and\u2026<\/p>","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"\r\n N\u00e5r vi l\u00e6rer vores b\u00f8rn, at de selv kan transportere sig i skole, udviser vi dem tillid, og de vil opleve, at de kan klare mere, end de m\u00e5ske selv tror. Det er med til at styre barnets selvtillid.<\/p>\r\n\r\n \u00a0<\/p>\r\n\r\n Vi skal ikke langt tilbage i historien, for at finde b\u00f8rn med en ganske anderledes rolle i den danske familiestruktur end den vi ser i dag. Vi skal selvf\u00f8lgelig ikke tilbage til at behandle b\u00f8rn som sm\u00e5 voksne, men nogen vil argumentere for, at vi er havnet i den modsatte gr\u00f8ft \u2013 m\u00e5ske som en modreaktion p\u00e5 de foreg\u00e5ende generationers autorit\u00e6re opdragerstil.\u00a0<\/p>\r\n\r\n B\u00f8rn er g\u00e5et fra at have konkrete arbejdsfunktioner i familien, til ikke at have andre faste funktioner end at v\u00e6re den mor og far elsker h\u00f8jest. Det kan v\u00e6re en abstrakt rolle, og det kan g\u00f8re b\u00f8rn b\u00e5de passive og usikre p\u00e5, hvordan de skal finde deres del i f\u00e6llesskabet. Hvis de iagttager, at deres for\u00e6ldre er travle med mange opgaver, kan de opleve, at det kan v\u00e6re sv\u00e6rt at \u2018kile sig ind\u2019 i disse aktiviteter. Det har derfor en inkluderende effekt at g\u00f8re b\u00f8rnene til en vigtig del af arbejdsopgaverne i familien. Derved definerer man deres rolle og g\u00f8r dem til en naturlig del af f\u00e6llesskabet.<\/p>\r\n\r\n \u00a0<\/p>\r\n\r\n Da mange for\u00e6ldres ugedage best\u00e5r af flere arbejdstimer end samv\u00e6rstimer med deres b\u00f8rn, giver det ofte et \u00f8nske om at familiesamv\u00e6ret skal indeb\u00e6re mest hygge og mindre opdragelse. Det er forst\u00e5eligt. I denne hverdagsstruktur kan der dog opst\u00e5 en uvilje hos for\u00e6ldrene til b\u00e5de at skabe tydelige rammer, og st\u00e5 ved disse rammer. Alle trygge b\u00f8rn vil udfordre rammer og begr\u00e6nsninger, og det er fristende at springe konflikten over en tirsdag aften kl. 18.45. Og det kan man indimellem g\u00f8re. Men som en hovedregel er det vigtigt, at for\u00e6ldre st\u00e5r ved rollen som ledere i familien \u2013 og ikke som ligestillede parter til b\u00f8rnene. Dette l\u00e6gger alt for meget ansvar p\u00e5 b\u00f8rnenes skuldre til at skabe retning og finde sin egen kurs.<\/p>\r\n\r\n \u00a0<\/p>\r\n\r\n B\u00f8rn er ikke kognitivt rustet til at forst\u00e5, hvad der vil gavne dem p\u00e5 den lange bane, men er typisk behovsstyret. Derfor skal for\u00e6ldrene, med k\u00e6rlig h\u00e5nd, lede, begr\u00e6nse og stille krav. Mange b\u00f8rn skal have et blidt skub i retning af selvst\u00e6ndighed \u2013 og dette indeb\u00e6rer at bev\u00e6ge sig ud af komfortzonen og ind i noget, der umiddelbart har et element af ubehag. For at b\u00f8rn skal blive ved med at bev\u00e6ge sig i denne retning, kr\u00e6ver det, at vi som for\u00e6ldre kan rumme dette ubehag. Og det at rumme b\u00f8rnenes ubehag er et af for\u00e6ldreskabets store udfordringer! Men man skal ikke udholde ubehag for ubehagets skyld. Man skal have fokus p\u00e5, hvad form\u00e5let er. F.eks. mestrings-oplevelser, st\u00f8rre r\u00e5derum og selvst\u00e6ndighed. Dette er v\u00e6rdier som kan hj\u00e6lpe b\u00e5de for\u00e6ldre og b\u00f8rn til at bev\u00e6ge sig i retning af selvst\u00e6ndighed for b\u00f8rnene i hverdagen.\u00a0<\/p>\r\n\r\n Et naturligt sted at praktisere dette er i b\u00f8rnenes transport til skole, fritidsaktiviteter og lignende. Dette giver lejlighed til gradvis at udvide selvst\u00e6ndigheden og til at opleve mestring i kraft af egne handlinger.<\/p>\r\n\r\n Det er vigtigt at for\u00e6ldrene er medspillere i projektet og kan rumme b\u00f8rnenes ubehag. For selv om det kan v\u00e6re fristende at give barnet et lift til skole en regnfuld november-morgen, s\u00e5 er det m\u00e5ske her, man vil finde et stort ryk i retning af selvtillid, mestring, og selvst\u00e6ndighed.<\/p>\r\n\r\n\u00a0<\/h4>\n
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![\"Book](\"http:\/\/bemerk.nu\/wp-content\/uploads\/2020\/11\/Book-en-tid-til-psykolog-ift.-angst-ADHD-stress-mm-hos-Eva-Rustad-200x200.png\")
<\/a><\/center><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"\u00a0<\/h4>\r\n\r\n
En aktiv rolle g\u00f8r barnet til en del af familief\u00e6llesskabet<\/strong><\/h4>\r\n\r\n
Trygge b\u00f8rn udfordrer rammer og begr\u00e6nsninger<\/strong><\/h4>\r\n\r\n
Giv et k\u00e6rligt skub i den rigtige retning<\/strong><\/h4>\r\n\r\n