Early support for university students with ADHD tendencies

近年，注意欠如/ 多動性障害（ADHD）の大学生の存在が注目されるようになってきている。ADHD の主症状には，不注意，多動性，衝動性があるが，多動性は成長とともに軽減するため，成人例は小児例と比較して不注意が目立つ傾向が多く，大学生においては，学業不振が顕著となりやすい。ADHD に関する社会的な認知度も少しずつ高まりつつあるが，学生生活に困難さを感じながらも，相談に至らない学生は少なくない。われわれは，大学生を対象にADHD の症状に関するアンケート調査を実施した。不注意さや集中力の困難さ，落ち着きのなさにより，大学生活で困る頻度が高いと回答した学生も多く，ADHD の症状を有する学生の存在も考えられる。ADHD に関する知識を得ることで，ADHD の学生が自分自身の特性の気づきにつながることもあり，学生や教職員に対してADHD の知識や情報の提供，早期の相談を呼びかけていくことが必要であると思われる。Recently, problems in adults with attention-deficit/hyperactivity disorder (ADHD) has been an attention-getting topic in campus mental health. ADHD is characterized by inattention and/or hyperactivity-impulsivity symptoms. Adult ADHD is especially characterized by inattention. Poor academic performance is significant in university students with ADHD. Comorbidities with other psychiatric disorders are common and can lead to further impairments. Social recognition about ADHD is increasing little by little, but there is little consultation from students who are troubled with inattention. In this study, a questionnaire about ADHD was conducted to university students. Many students were troubled by inattention and/or hyperactivity-impulsivity which made their lives difficult. On campus, it would be important to provide the students with appropriate information about ADHD, and to offer them with early support

Considering the support of university students with autistic spectrum characteristics from point of view of resilience

レジリエンスとは，高リスク環境要因に対する抵抗力，あるいはストレスや逆境の克服を意味する。私たちは，自閉症スペクトラム（autism spectrum disorder: ASD）の併存症を発症することへの防御，または適応への回復，という意味でレジリエンスをとらえ，調査を行った。対象は，2015年4月から2017年10月までに当センターに来談した，ASD特性を持つ大学生74名（男子43名，女子31名）である。方法は，併存症，不登校や休学の有無，トラブル等の有無，レジリエンス因子等について検討した。レジリエンス因子としては，保護者や教員，友人のサポート，障害の受容，趣味をもつこと，関係性の希求があげられた。友人のサポートがない学生にトラブルが有意に多く，真面目な学生や趣味を持たない学生に不適応問題が有意に多かった。このことから，レジリエンスを強化する支援としては，サポート環境（特に友人）を整えること，趣味や自分に合ったサークル，バイトをすすめることがポイントであると思われた。Resilience means resistance to high-risk environmental factors or overcoming stress and adversity. We interpreted resilience as a defense against the onset of the comorbidity of autism spectrum disorder (ASD), or recovery to adaptation, and examined it. The subjects were 74 university students with characteristics of ASD (43 men and 31 women) who visited our center from April 2015 to October 2017. We examined such factors as the subjects’ comorbidities, presence or absence at school due to truancy or other short absences, troubles experienced, and resilience factors, which included support by parents, teachers, and friends, acceptance of disabilities, having a hobby, and the desire for a relationship. Students who did not have the support of friends experienced significantly more troubles, and students who were serious or who did not have a hobby had significantly more school absences. Key points in dealing with such students appear to be to support reinforcement of resilience, to arrange a support environment (especially friends), and to recommend hobbies, club activities, and part-time jobs

Preventive intervention in eating disorders among university students : Utility of BMI and EAT-26 measures

Eating disorders (ED) is a topic in campus mental health in recent years. ED is characterized by aberrant patterns in eating behaviors, including extreme restriction of food intake or binge eating, and disturbance in attitudes toward weight. ED is an important cause of physical and psychosocial morbidity in young women. The symptoms of ED are important issues in campus mental health. As ED is associated with school absence, the prevention and early detection of ED is of extreme importance. We investigated the body mass index and prevalence of aberranteating attitudes among university students. On campus, it may be important to provide students with appropriate information regarding ED, and offer early support to individuals suffering from, or at risk of, ED

Development of an adaptation scale for university students with developmental disorders (including the tendency): Extraction of the items

We developed an adaptation scale for university students with developmental disorders. 1) Subjects comprised 62 university students with developmental disorders (including tendency) who consulted the health support room at University A from April, 2010 to April, 2015. We obtained data regarding issues and situations reported by the students themselves. 2) We obtained data regarding issues reported by university staff. 3) We retrospectively examined behavioral problems and psychiatric symptoms. On the basis these data, we made the adaptation scale. The tool which evaluates the annoyance in the campus life, psychiatric symptoms, coping behavior, and social support is useful for 1) integrated evaluation, 2) common understanding of the supporters, 3) visualization of difficult concepts, and 4) grasping of the change