Reward After Exam Quotes

Distinguish Between Worry/Rumination and Helpful Problem Solving If you’re smart and you’ve experienced a lifetime of being rewarded for your thinking skills, it makes sense that you’ll default to trying to think your way out of emotional pain. However, because anxiety tends to make thinking negative, narrow, and rigid, it’s difficult to do creative problem solving when you’re feeling highly anxious. People who are heavy worriers tend to believe that worrying helps them make good decisions. However, rather than helping you problem-solve, rumination and worry usually just make it difficult to see the forest for the trees. Do you think people who worry a lot about getting cancer are more likely to do self-exams, have their moles mapped, or eat a healthy diet? According to research, the opposite is probably true. Worriers and ruminators wait longer before taking action. For example, one study showed that women who were prone to rumination took an average of 39 days longer to seek help after noticing a breast lump. That’s a scary thought. If you think about it, worry often comes from lack of confidence in being able to handle situations. Here’s an example: Technophobes who worry a lot about their hard drives crashing are the same people who are scared of accidentally wiping all their files if they attempt to do a backup. Therefore, worry is often associated with not doing effective problem solving. My experience of dealing with technophobic ruminators is that they don’t usually back up their computers! Experiment: To check for yourself whether ruminating and worrying lead to useful actions, try tracking the time you spend ruminating or worrying for a week. If a week is too much of a commitment, you could try two days—one weekday and one weekend day. When you notice yourself ruminating or worrying, write down the approximate number of minutes you spend doing it. The following day, note any times when ruminating/worrying led to useful solutions. Calculate your ratio: How many minutes did you spend overthinking for each useful solution it generated?

In an autobiographical essay published in 1946, Albert Einstein reflected on his days as a student of physics some fifty years earlier. He recalled his teachers with affection but, referring to exams, said, “This coercion had such a deterring effect that after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.

The topic of motivation often comes up when dealing with the issue of follow-through on plans. Many adults with ADHD may aspire to achieve a goal (e.g., exercise) or get through an unavoidable obligation (e.g., exam, paying bills), but fall prey to an apparent lack of motivation, despite their best intentions. This situation reminds us of a quote attributed to the late fitness expert, Jack LaLanne, who at the age of 93 was quoted as saying, “I’m feeling great and I still have sex almost every day. Almost on Monday, almost on Tuesday . . .” Returning to the executive dysfunction view of ADHD, motivation is defined as the ability to generate an emotion about a task that promotes follow-through in the absence of immediate reward or consequence (and often in the face of some degree of discomfort in the short-term). Said differently, motivation is the ability to make yourself “feel like” doing the task when there is no pressing reason to do so. Thus, you will have to find a way to make yourself feel like exercising before you achieve the results you desire or feel like studying for a midterm exam that is still several days away. You “know” logically that these are good ideas, but it is negative feelings (including boredom) or lack of feelings about a task that undercut your attempts to get started. In fact, one of the common thinking errors exhibited by adults with ADHD when procrastinating is the magnification of emotional discomfort associated with starting a task usually coupled with a minimization of the positive feelings associated with it. Adults with ADHD experience the double whammy of having greater difficulty generating positive emotions (i.e., motivation) needed to get engaged in tasks and greater difficulty inhibiting the allure of more immediate distractions, including those that provide an escape from discomfort. In fairness, from a developmental standpoint, adults with ADHD have often experienced more than their fair share of frustrations and setbacks with regard to many important aspects of their lives. Hence, our experience has been that various life responsibilities and duties have become associated with a degree of stress and little perceived reward, which magnifies the motivational challenges already faced by ADHD adults. We have adopted the metaphor of food poisoning to illustrate how one’s learning history due to ADHD creates barriers to the pursuit of valued personal goals. Food poisoning involves ingesting some sort of tainted food. It is an adaptive response that your brain and digestive system notice the presence of a toxin in the body and react with feelings of nausea and rapid expulsion of said toxin through diarrhea, vomiting, or both. Even after you have fully recuperated and have figured out that you had food poisoning, the next time you encounter that same food item, even before it reaches your lips, the sight and smell of the food will reactivate protective feelings of nausea due to the previous association of the stimulus (i.e., the food) with illness and discomfort. You can make all the intellectual arguments about your safety, and obtain assurances that the food is untainted, but your body will have this initial aversive reaction, regardless. It takes progressive exposure to untainted morsels of the food (sometimes mixing it in with “safe” food, in extreme cases) in order to break the food poisoning association. Similarly, in the course of your efforts to establish and maintain good habits for managing ADHD, you will encounter some tasks that elicit discomfort despite knowing the value of the task at hand. Therefore, it is essential to be able to manufacture motivation, just enough of it, in order to be able to shift out of avoidance and to take a “taste” of the task that you are delaying.

Offer A Treat. For confident kittens that like exploring in the car, make meal time car time. After he's calm in the car, feed some of his meals in the car for a week, or offer very high-value treats that kitty gets at no other time. If your cat is more motivated by play or catnip, indulge him with favorites during the car times. He should learn that only these good things in life happen when you're near or inside the car. Add the Crate. You should be combining the crate training with car visits. Once kitty accepts the car as his territory, place him in his carrier, set it on the back seat (away from air bag danger), and start the car. Then turn off the motor and take him out without going anywhere. Do this three or four times during the day until the cat takes it as a matter of course. Each time, you'll give him lots of play or other rewards once he's released from the crate. Start The Car. Finally, after you start the car, open the garage door (if that’s where your car is), and back the car to the end of the driveway and stop. Do this two or three times in a day, always letting the pet out after you return. If the pet cries or shows stress, you may be moving too fast for him. The garage door is noisy, after all, and the movement of the car feels odd. The process takes forever, but it works. Increase The Time. Continue increasing the car-time by increments:  a trip around the block and then home, then a trip down the street and back, and so on. Cat calming music CDs may also help during the trip. Make every car trip upbeat and positive so the experience makes the cat look forward to the next trip. Visit The Vet. As mentioned earlier, it’s ideal for your kitten to have visits to the vet that are FUN and result in playing, petting and treats, with no scary or unpleasant experiences. That prepares kitty for the times when a veterinary exam is necessary.