Productivity

Strategies to improve attention

By R. Ryan S Patel DO, FAPA OSU-CCS Psychiatrist

“A clear vision, backed by definite plans, gives you a tremendous feeling of confidence and personal power.”
Brian Tracy, author Focal Point.

With increased time spent on remote and hybrid work/school environments many people are increasingly experiencing more difficulties with attention/focus.

In the book Answers to Distraction, Dr Edward Hallowell and Dr John Ratey discuss several strategies to improve focus.  Some of them include the following, with my comments in “[italics]”:

  1. Establish a structure, and routine. [Consider incorporating breaks, and a variety of tasks periodically throughout the work period].
  2. Make use of frequent lists [To do, and NOT to do lists can be helpful].
  3. Color code your physical environment, files, text, schedules etc. this can help make things more memorable.
  4. Rituals [Or routines around work/studying can be helpful for some people].
  5. Reminders [Using calendars, sticky notes, timers etc].
  6. Develop a filing system [This can help minimize clutter in your work space, as clutter can be distracting].
  7. When possible, only handle it once (OHIO), this can be helpful with small tasks because an ever expanding to do list can increase guilt, anxiety, resentment in some people.
  8. Build in some buffer time for projects and obligations to account for the unexpected.
  9. Embrace challenges. [If the work you are doing is not interesting enough, identify an activity, task, or project of your own choosing to spend some time on each day. This pre planned time can help reduce excessive social media usage, web browsing, email/message checking etc].
  10. Make deadlines. [In some instances, make them ahead of external deadlines, in other instances create them, this can help focus. I often suggest to students to ask themselves, “what is one thing (outside of daily routine/obligations) that you choose to do today that will help you  feel accomplished?”].
  11. Break down large tasks into smaller ones WITH deadlines attached to them.  Larger tasks can feel overwhelming, which can lead to anxiety  and procrastination. [For a student struggling to work on a paper due next week, a smaller goal of writing a paragraph each morning may be more doable].
  12. Prioritize rather than procrastinate. [When you get the feeling that you have a lot to do, identify the most important activity you need to do today or most pressing deadline, can help you channel your focus].
  13. Identify the physical environment, and conditions where you do your work best. [For some this may be a noisy café, or while listening to background music, for others, it may be a decluttered, quiet, space with little background noise].
  14. Identify tasks or activities that you are good at doing, and those you enjoy. [This could help you identify roles in team projects, type of job you choose, types of classes to take, selecting an appropriate major, etc].
  15. Take breaks. [Taking frequent breaks during the day to look at your schedule, and re-organize for the next time block can be helpful.  One such strategy is the POMODORO technique].
  16. Having a notepad [or a note taking app readily available whenever possible] taking notes on a fleeting thought or idea that comes to mind can help clear the mind to improve focus.
  17. Taking notes when reading can help improve focus but also reduce the “cascade of “other” thoughts”.

Other strategies to improve attention/focus:

Additional resources:

  • Answers to distraction Dr Edward Hallowell and Dr John Ratey
  • Focal point, by Brian Tracy
  • The Productivity Project: Accomplishing More by Managing Your Time, Attention, and Energy by Chris Bailey
  • Free to Focus by Michael Hyatt
  • Taking charge of adult adhd by Dr Russell Barkley

Campus resources:

  • Consider improving study skills through the OSU Dennis Learning center.
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Disclaimer: This article is intended to be informative only. It is advised that you check with your own physician/mental health provider before implementing any changes. With this article, the author is not rendering medical advice, nor diagnosing, prescribing, or treating any condition, or injury; and therefore claims no responsibility to any person or entity for any liability, loss, or injury caused directly or indirectly as a result of the use, application, or interpretation of the material presented.

 

Strategies for a Successful End of Semester

By R. Ryan S Patel DO, FAPA OSU-CCS Psychiatrist

In academics as with many other aspects of life, successful performance requires a series of steps over time that may or may not appear to be connected.

With multiple deadlines,  projects, exams,  etc all due around the same time; the end of the semester can be a high stress time for students.

Luckily there are a series of science-backed strategies that students can apply to be their best physically, mentally, cognitively, and emotionally to maximize chances of academic success.

What health related activities should I INCREASE my chances of academic success at the end of the semester?

Here are 5 things to increase:

  1. Improve your sleep because poor sleep and poor grades go together (with resources to improve sleep):

https://u.osu.edu/emotionalfitness/2017/12/31/poor-sleep-and-poor-grades-might-go-together/

  1. Fruit and vegetable consumption improves mental/emotional well-being:

https://u.osu.edu/emotionalfitness/2015/03/25/fruits-and-vegetables-might-increase-your-odds-of-mental-well-being/

  1. Consider adding these brainpower boosting foods: https://u.osu.edu/emotionalfitness/2015/04/30/food-for-academic-brain-power/
  2. Consider Practicing gratitude exercises to feel better fast: https://u.osu.edu/emotionalfitness/2018/05/31/gratitude-exercises-to-feel-better-fast/
  3. Improve stress management: https://u.osu.edu/emotionalfitness/2017/09/01/dealing-with-too-much-stress/

What health related activities should I DECREASE to improve my chances of academic success at the end of the semester?

Here are 5  things to decrease:

  1. Too much caffeine worsens stress level and brain function:

https://u.osu.edu/emotionalfitness/2017/04/19/study-caffeine-stress-and-brain-function/

  1. Excessive digital media usage can worsen inattention symptoms:

https://u.osu.edu/emotionalfitness/2018/08/30/digital-media-and-inattention-symptoms/

  1. Reduce/avoid alcohol intake because it can impact your academic performance:

https://u.osu.edu/emotionalfitness/2018/02/26/alcohol-and-grades/

https://u.osu.edu/emotionalfitness/2017/06/21/study-alcohol-might-cause-brain-changes/

  1. Cannabis can negatively impact your brain:

https://u.osu.edu/emotionalfitness/2014/11/17/marijuana-4-hidden-costs-to-consider/

  1. Nicotine use can increase depression and anxiety:

https://u.osu.edu/emotionalfitness/2015/04/15/does-smoking-increase-anxiety-and-depression-if-i-quit-will-i-feel-better/

Additional resources if your functioning is limited by your mental health, or if you need additional help:

Disclaimer: This article is intended to be informative only. It is advised that you check with your own physician/mental health provider before implementing any changes. With this article, the author is not rendering medical advice, nor diagnosing, prescribing, or treating any condition, or injury; and therefore claims no responsibility to any person or entity for any liability, loss, or injury caused directly or indirectly as a result of the use, application, or interpretation of the material presented.

 

Electronic Gaming and Mental Health

By R. Ryan S Patel DO, FAPA OSU-CCS Psychiatrist

Electronic gaming is very common among young adults and comes in many forms including smartphones, tablets, computers, game consoles, etc.

By some estimates, the market size for electronic gaming is almost the same size as the movie industry.

Almost 90% of people ages 16 to 24 play video games (1); and almost half were at risk of video game addiction (2).

While many adults engage in gaming in healthy ways, gaming addiction has been linked to insomnia, anxiety, depression, stress among college students (3).

One study looked at  gaming addiction, and depression (4).

Who was studied?

3267 undergraduate students from United States, China and Singapore(4).

What was studied?

Rates of addictions to Internet use, online gaming, and online social networking,

Their association with depressive symptoms (4).

What were the results?

31% of male students were addicted to online gaming, compared to 13% of female students (OR = 0.522, 95% CI = 0.440-0.620) (4)

37.3% of female students were addicted to social networking compared to 27.8% of male students (OR = 1.543, 95% CI = 1.329-1.791). (4)

Regarding depression rates:

  • Among students with online gaming addiction depression rates were 65.5% for students in United States, 70.8% for China, and 69.6% for Singapore. (4)
  • Among students with internet addiction, depression rates were 76.5% for students in United States, 88.9% for China, and 75.9% for Singapore. (4)
  • Among students with online social networking addiction, depression rates were 68.8% for students in United States, 76% for China, and 71% for Singapore. (4)

What are some signs of Internet gaming disorder?

While there is no uniform criteria, some signs could include (5,6):

  • Preoccupation. (The individual thinks about previous gaming activity or anticipates playing the next game; internet gaming becomes the dominant activity in daily life.)
  • Experienced withdrawal symptoms when internet gaming is taken away. (These symptoms are typically described as irritability, anxiety, or sadness, but there are no physical signs of pharmacological withdrawal.)
  • Developed Tolerance—the need to spend increasing amounts of time engaged in games.
  • Unsuccessful attempts to control the participation in gaming.
  • Continued excessive use despite knowledge of psychosocial problems.
  • Mislead/deceive family members, therapists, or others regarding the amount of gaming.
  • Use as escape or relieve a negative mood (e.g., feelings of helplessness, guilt, anxiety).
  • Loss of interest in previous hobbies and entertainment as a result of, and with the exception of gaming.
  • Jeopardized or lost a significant relationship, job, or educational or career opportunity because of participation in electronic gaming.

What are some caveats?

  • Further study is needed in the area of internet, and gaming addiction.
  • To learn more about internet addiction, click here.
  • While this study shows that males were more likely to have gaming addiction and female students were more likely to have internet addiction, newer research indicates that this gap appears to be narrowing.
  • For other studies on men and mental health, click here, and here.
  • To learn more about disparities of men, suicide, and mental health, go here:  Movember National Men’s Health Campaign.

Any other useful links?

Disclaimer: This article is intended to be informative only. It is advised that you check with your own physician/mental health provider before implementing any changes. With this article, the author is not rendering medical advice, nor diagnosing, prescribing, or treating any condition, or injury; and therefore claims no responsibility to any person or entity for any liability, loss, or injury caused directly or indirectly as a result of the use, application, or interpretation of the material presented.

References:

  1. Brand J. (2012). Digital Australia (2012). National Research Prepared by Bond University for the Interactive Games and Entertainment Association. School of Communication and Media, Faculty of Humanities and Social Sciences, Bond University.
  2. Hussain Z, Griffiths MD, Baguley T. Online gaming addiction: classification, prediction and associated risk factors. Addict Res Theory. 2012;20:359-371.
  3. Younes F, Halawi G, Jabbour H, et al. Internet addiction and relationships with insomnia, anxiety, Depression, stress and self-esteem in university students: a cross-sectional designed study. PLoS One. 2016;11:e0161126
  4. Catherine So-Kum Tang, PhD, Yee Woen Koh, PhD, and YiQun Gan, PhD Asia Pacific Journal of Public Health Vol 29, Issue 8, pp. 673 – 682 First Published November 30, 2017 https://doi.org/10.1177/1010539517739558
  5. American Psychiatric Association: Diagnostic and StatisticalManual of Mental Disorders, 5th ed. Washington, DC, American Psychiatric Publishing, 2013Section III (“Emerging Measures and Models”) of DSM-5 (1, pp. 795–796).
  6. Andrew K. Przybylski, Ph.D., Netta Weinstein, Ph.D., Kou Murayama, Ph.D. Internet Gaming Disorder: Investigating the Clinical Relevance of a New Phenomenon. Am J Psychiatry 2017; 174:230–236; doi: 10.1176/appi.ajp.2016.16020224.