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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hey everyone and welcome to today's Deep Dive.
We're tackling a topic that Ithink is really important to a
lot of people Earning adoctorate when you're dealing
with learning disabilities orADHD.
We're gonna be pulling insightsfrom this really interesting
book called Breaking BarriersAchieving your Doctorate with
Learning Disabilities and, trustme, this isn't just skimming
(00:21):
the surface.
We're gonna be going deep touncover, like the real gems, the
kind of stuff that goes waybeyond your typical, you know,
study tips.
Speaker 2 (00:31):
Right.
So what I find reallyfascinating about this book yeah
.
Is how it reframes the wholeconversation about learning
disabilities in academia.
Speaker 1 (00:40):
OK.
Speaker 2 (00:41):
It's not about seeing these as limitations on your
intelligence Right, but moreabout recognizing that
everyone's brain is wireddifferently.
Speaker 1 (00:48):
OK, so you're saying it's not that you can't learn,
it's just you learn differently.
Speaker 2 (00:52):
Exactly.
Think of it this way.
Speaker 1 (00:53):
Yeah.
Speaker 2 (00:54):
Your neurological wiring impacts how you focus,
how you organize information,even how you remember things,
and these are all like essentialskills for taking on a
doctorate, right?
But instead of seeing thesedifferences as obstacles, we
need to figure out how to workwith them.
Okay, that's where the realmagic happens.
Speaker 1 (01:12):
I like that.
Now, before we get to thosestrategies, though, sure, the
book tackles some pretty harmfulmyths that are still floating
around about learningdisabilities.
I'm talking about the kind ofstuff that can really make you
question your abilities.
If you ever heard any of these,learning disabilities means
(01:33):
you're not intelligent, or thatthey're just a result of bad
teaching or not trying hardenough, that maybe you just need
to stick to those traditionalstudy methods, or, even worse,
that universities just aren'tequipped to support you and the
ultimate downer, that you can'treally achieve high academic
success with ld.
Speaker 2 (01:51):
Talk about a confidence killer you're hitting
on some major points there, andthese myths are not only untrue
, they can be incrediblydamaging right the book does a
brilliant job of breaking eachone down and showing why they
just don't hold up.
Speaker 1 (02:05):
Yeah, like for real.
It's time to debunk these mythsonce and for all.
So, for example, let's talkabout intelligence.
If someone tells you thathaving a learning disability
means you're not smart, well,the research just doesn't back
that up.
Think about it.
Intelligence is multifaceted,right?
People with LD often shine inareas like creative problem
(02:26):
solving, communication, evencritical thinking, which are all
super valuable skills in adoctoral program, wouldn't you
agree?
Speaker 2 (02:34):
Absolutely, and those strengths often get
overshadowed because they don'tfit the traditional mold of
what's considered academicintelligence.
Speaker 1 (02:42):
Right, it's like saying that a fish isn't
intelligent because it can'tclimb a tree.
Speaker 2 (02:45):
Exactly.
Speaker 1 (02:46):
You know, it's all about playing to your strengths
and recognizing thatintelligence comes in many forms
.
And that brings us to anothermyth that there's only one right
way to learn.
The book really challenges thatnotion, and it emphasizes that,
for students with LD, it's allabout finding the approaches and
the support systems that workbest for you.
No more cookie cutter solutions.
(03:06):
Now what about the myth thatuniversities just can't support
students with LD?
I'm guessing the book has somestrong words about that one too.
Speaker 2 (03:14):
You bet.
While it's true that someinstitutions are better equipped
than others, many universitiesare waking up to the fact that
they need to provide moresupport.
Right Think accessibilityservices, academic coaching,
even peer support networks.
These resources are out thereand they can be game changers.
The key is to be proactive andseek them out.
(03:35):
They're there to help yousucceed.
Speaker 1 (03:38):
Yeah, don't be afraid to ask for help.
It's not a sign of weakness,it's a sign of strength.
Exactly you deserve the supportyou need to reach your full
potential.
Now let's address that lastmyth, the one that says high
academic success is just out ofreach if you have LD.
Speaker 2 (03:52):
Yeah.
Speaker 1 (03:53):
This is where the book gets truly inspiring.
It's packed with stories ofindividuals who not only
completed their doctorates, butwho are now thriving in their
careers.
Yeah, their living proved thatwith the right support and
strategies, anything is possible.
Okay, I'm already feelinginspired, but let's get
practical.
Chapter two of the book divesinto strategies for overcoming
(04:13):
barriers.
Speaker 2 (04:13):
Yeah.
Speaker 1 (04:14):
And one of the first things it emphasizes is
recognizing your personalstrengths.
Now, this might seemcounterintuitive, right yeah,
shouldn't we be focusing onwhat's hard?
Speaker 2 (04:24):
That's a great point and that's what makes this book
so insightful.
Okay, it's not about fixatingon what you find difficult.
It's about understanding andleveraging your strengths.
Your strengths are thefoundation for building
effective strategies.
Speaker 1 (04:39):
So instead of thinking I'm terrible at writing
, I might say hey, I'm actuallya great storyteller.
Speaker 2 (04:44):
Exactly.
Speaker 1 (04:44):
How can I use that strength to make my writing more
engaging?
Speaker 2 (04:47):
And the book highlights all sorts of
strengths that are valuable in adoctoral program.
Speaker 1 (04:53):
Yeah.
Speaker 2 (04:53):
Think creative, problem solving.
Strong verbal skills, theability to think outside the box
, making connections that othersmight miss.
These are all assets.
Speaker 1 (05:03):
These are skills that doctoral students use every
single day.
It's about recognizing thatyour strengths might look
different, but they're just asvaluable Absolutely, and the
book encourages you to go beyondjust knowing your strengths.
Speaker 2 (05:16):
It's about actively integrating them into your study
habits, right?
So if you're a visual learner,for example, you might create
mind maps or diagrams toorganize your research.
Or if you're a verbal learner,you might thrive in study groups
where you can discuss anddebate ideas.
Speaker 1 (05:32):
I love that.
Speaker 2 (05:33):
It's like custom designing your learning
experience to play to yourstrengths.
And speaking of customizedlearning, the book also talks
about self-reflection andseeking feedback from others.
Speaker 1 (05:43):
That's such an important point.
Talks about self-reflection andseeking feedback from others.
That's such an important point.
Sometimes we're so focused onwhat we struggle with that we
forget to acknowledge ourtalents.
Yeah, Getting feedback fromtrusted mentors, professors or
even friends can help youuncover hidden strengths that
you might not even realize youhave.
Speaker 2 (05:58):
Right, it's like having a personal cheerleader
pointing out all the amazingthings you're capable of.
I love that.
And once you have a solid graspof your strengths, it becomes
easier to build resilience andgrit, which are crucial for
navigating the ups and downs ofa doctoral journey.
Right, you know, working onyour doctorate can feel like an
uphill battle, especially withthe added challenges of LDADHD.
(06:20):
Right, that's where cultivatinggrit becomes your secret weapon
.
Speaker 1 (06:23):
Okay.
Speaker 2 (06:24):
We're talking about that combination of passion and
perseverance, the ability tostay laser focused on your long
term goals, even when things gettough.
Speaker 1 (06:34):
Yeah, so it's not just about working harder, it's
about working smarter and havingthat unwavering determination
to keep going, even when you hitroadblocks.
Right, but how do you actuallybuild grit?
It sounds like this abstractquality that some people just
have and others don't.
Speaker 2 (06:50):
The good news is that grit is a skill you can develop
.
Speaker 1 (06:53):
Okay.
Speaker 2 (06:53):
And the book gives some really practical tips for
doing just that.
One is setting small,achievable goals to build
momentum.
Speaker 1 (07:00):
Okay.
Speaker 2 (07:01):
Instead of getting overwhelmed by the sheer
enormity of a dissertation.
Speaker 1 (07:04):
Right.
Speaker 2 (07:05):
Break it down into smaller, more manageable chunks.
You're not trying to climbMount Everest in a single leap.
You're taking it one step at atime.
Speaker 1 (07:13):
I love that analogy.
It's like training for amarathon.
You don't start by running 26miles.
You gradually increase yourdistance and build your stamina,
so small wins lead to bigvictories Exactly.
Increase your distance andbuild your stamina so small wins
lead to big victories Exactly.
Another key to building grit ishaving a solid support network.
Feeling understood andsupported.
(07:37):
Knowing you're not alone inthis can be incredibly powerful
fuel for keeping you motivatedwhen things get challenging.
Speaker 2 (07:40):
That's a great point.
Speaker 1 (07:40):
It's like having a team of cheerleaders rooting for
you every step of the way.
They remind you why you startedthis journey and help you
celebrate those milestones alongthe way.
Speaker 2 (07:50):
You got it.
And finally, the book talksabout developing a growth
mindset.
Speaker 1 (07:53):
Okay.
Speaker 2 (07:54):
Which is all about believing that you can improve,
that your abilities aren't fixed.
Speaker 1 (07:58):
So it's not just about accepting your learning
disability.
It's about believing that youcan learn and grow despite it.
Speaker 2 (08:04):
Yes, a growth mindset is about seeing challenges as
opportunities for learning anddevelopment.
It's about believing that youcan stretch and expand your
abilities rather than feelinglimited by labels or past
experiences.
Speaker 1 (08:17):
That's such a powerful shift in perspective.
Instead of thinking I'm bad atmath, you might think I haven't
mastered math yet, but I'mwilling to put in the effort to
learn and improve.
It's about embracing thejourney, not just fixating on
the destination.
Speaker 2 (08:32):
Right.
Speaker 1 (08:33):
Now the book provides some concrete strategies for
cultivating this growth mindset.
One is setting realistic goalsfocusing on progress rather than
perfection.
Goals focusing on progressrather than perfection.
It's about acknowledging thatyou're not going to be an expert
overnight, but that every stepforward, no matter how small, is
a victory.
Speaker 2 (08:51):
And don't underestimate the power of
reflection.
Take the time to analyze yourlearning process.
What worked well?
What could you do differentlynext time?
This kind of self-awareness canhelp you identify areas for
growth and create strategiesthat are tailored to your
specific needs.
Speaker 1 (09:06):
Right, it's like becoming a scientist of your own
learning process.
Now we've touched on mentorshipa bit, but I'm curious to hear
more about why it's so crucial,especially in this context.
Why is having a mentor soimportant for someone with
LDADHD who's pursuing adoctorate?
Speaker 2 (09:22):
That's a great question.
Yeah, imagine having someonewho truly gets it.
Speaker 1 (09:26):
Yeah.
Speaker 2 (09:26):
Who understands the unique challenges of learning
disabilities and ADHD.
Speaker 1 (09:30):
Right.
Speaker 2 (09:30):
Who has maybe even been there themselves.
They can provide invaluableguidance, encouragement and
support tailored to yourspecific needs.
Speaker 1 (09:39):
It's like having a personal Sherpa guiding you
through the often treacherousterrain of a doctoral program.
Speaker 2 (09:44):
I love that analogy.
Speaker 1 (09:46):
Pointing out the best paths to take, the pitfalls to
avoid, and offeringencouragement when the going
gets tough.
Speaker 2 (09:52):
A good mentor can be that trusted advisor,
cheerleader and confidant allrolled into one.
They can share their ownexperiences, offer strategies
for navigating the academiclandscape and connect you with
resources you might not evenknow existed.
Speaker 1 (10:06):
It sounds like finding the right mentor can be
a game changer, but how do youeven go about finding one?
Where do you start looking?
Speaker 2 (10:12):
There are several avenues you can explore.
One is reaching out to facultymembers who have a reputation
for being supportive of studentswith learning differences.
Look for professors who areactively involved in disability
services or who have experiencewith adaptive teaching methods.
Speaker 1 (10:29):
So maybe start by checking out the faculty
profiles on your department'swebsite.
Speaker 2 (10:32):
Exactly.
Speaker 1 (10:33):
Or asking around among other students to see who
gets rave reviews for theirinclusivity and willingness to
support students with diverselearning needs.
Speaker 2 (10:41):
And don't be afraid to reach out to professors whose
research interests align withyours, Even if you haven't taken
their class yet.
A shared passion for aparticular subject can be a
great foundation for a strongmentor-mentee relationship.
Speaker 1 (10:55):
Right, it's like saying hey, I'm really
fascinated by your work oninsert topic here.
Speaker 2 (11:00):
Exactly.
Speaker 1 (11:01):
And I'd love to pick your brain about how you
approach research in this field.
Who knows?
That initial conversation couldspark a connection that leads
to a rewarding mentorshipAbsolutely Now.
If your university doesn't havea formal mentorship program,
don't despair.
There are still plenty of waysto find a mentor Right.
Online communities and supportgroups dedicated to LDADHD can
(11:21):
be incredible resources.
They often have mentorshipprograms or can connect you with
individuals who are willing toshare their expertise and
guidance.
Speaker 2 (11:31):
It's amazing how technology can connect us with
people who share similarexperiences and can offer
invaluable support and advice.
Speaker 1 (11:40):
And remember, when you're considering a potential
mentor, look for someone who youfeel comfortable being open and
honest with, someone who trulylistens and understands your
needs.
Speaker 2 (11:51):
It's about more than just credentials or expertise.
It's about that personalconnection.
Right that feeling of beingtruly seen and supported.
Speaker 1 (11:59):
You hit the nail on the head.
It's also important to findsomeone who you admire and
respect, whose career path orresearch inspires you.
Having that role model who'salso in your corner, can be
incredibly motivating.
Speaker 2 (12:11):
And we've talked about recognizing your strengths
, building grit, developing agrowth mindset and finding a
supportive mentor.
Speaker 1 (12:18):
Right.
Speaker 2 (12:18):
All essential ingredients for thriving in a
doctoral program, but there'sone more piece of the puzzle
that's absolutely crucial forsuccess.
Speaker 1 (12:26):
Okay.
Speaker 2 (12:26):
Especially for those with LDADHD.
Speaker 1 (12:28):
Okay, I'm intrigued.
Tell me more.
Speaker 2 (12:30):
Mental health and self-care.
Speaker 1 (12:31):
Oh yeah, let's face it A doctorate is a marathon,
not a sprint, and taking care ofyourself is non-negotiable.
Speaker 2 (12:37):
Right.
Speaker 1 (12:37):
Especially when you're dealing with the added
challenges of LDADHD.
Speaker 2 (12:41):
The book dedicates a whole chapter to this,
recognizing that doing adoctorate can be incredibly
stressful.
It's like you're climbing amountain while carrying extra
weight.
It takes more energy, moreresilience, more strategies for
coping.
Speaker 1 (12:56):
So how does the book approach this topic?
What are some of the keytakeaways for doctoral students
with LDADHD who are juggling thedemands of research, coursework
, teaching and everything elsethat comes with this journey?
Speaker 2 (13:09):
It starts by emphasizing the importance of
recognizing self-care as anessential ingredient for success
.
Speaker 1 (13:15):
Okay.
Speaker 2 (13:16):
Not a luxury or a sign of weakness.
It's about acknowledging thatyou can't pour from an empty cup
.
Speaker 1 (13:22):
Right.
Speaker 2 (13:22):
And that taking care of your mental and emotional
well-being is just as importantas taking care of your academic
responsibilities.
Speaker 1 (13:29):
It's about creating a sustainable approach to your
doctoral journey, one thatallows you to thrive, not just
survive.
But I imagine a lot of doctoralstudents are rolling their eyes
right now thinking yeah right,self-care sounds great in theory
, but I barely have time tosleep, let alone meditate or go
for a run.
Speaker 2 (13:46):
I get it, we're all busy and it's easy to let
self-care slip to the bottom ofthe priority list Right.
But the book emphasizes thatit's not about adding more to
your already overflowing to-dolist.
Speaker 1 (13:57):
Okay.
Speaker 2 (13:58):
It's about making small but meaningful changes to
your routine, the kind of tweaksthat can make a big difference
in your overall well-being.
Speaker 1 (14:06):
So give us some examples.
What are are some practical,actionable things that doctoral
students with ld adhd can do toprioritize self-care without
feeling like they're sacrificingthe precious time or
productivity?
Speaker 2 (14:18):
one simple but powerful strategy is
incorporating short mindfulnessbreaks into your study sessions
okay even just a few minutes ofdeep breathing or stretching can
help reduce stress and improvefocus.
Speaker 1 (14:30):
Okay, that sounds doable.
It's not about having to blockout an hour for yoga or
meditation.
It's about finding those littlepockets of time to reset and
recharge.
Speaker 2 (14:39):
Exactly, and the book also emphasizes the importance
of getting enough sleep.
Speaker 1 (14:44):
Easier said than done .
Speaker 2 (14:45):
I know easier said than done for most doctoral
students, right, but even smallimprovements to your sleep
hygiene can make a world ofdifference in your energy levels
.
Speaker 1 (14:54):
Right.
Speaker 2 (14:54):
Your mood and your ability to focus.
Speaker 1 (14:56):
Right.
It's not about magicallytransforming into a perfect
sleeper overnight.
It's about making gradualchanges like establishing a
regular bedtime routine,creating a relaxing sleep
environment and avoidingcaffeine or alcohol before bed.
Speaker 2 (15:11):
Those are all great tips, yeah, and the book also
talks about the importance ofexercise.
Speaker 1 (15:15):
Yeah.
Speaker 2 (15:15):
Not just for physical health, but for stress
reduction, mood boosting andmental clarity.
Speaker 1 (15:20):
I know exercise can be a tough sell for some people,
especially those who might havenegative associations with it
from gym class or who feelself-conscious about working out
.
What does the book say aboutfinding the motivation to move
when you're already feelingoverwhelmed and exhausted?
Speaker 2 (15:35):
The key is to find activities you genuinely enjoy,
things that don't feel like achore or a punishment.
It might be dancing, hiking,swimming, biking, anything that
gets your body moving andreleases those feel-good
endorphins.
Speaker 1 (15:48):
Right, it's about finding the joy in movement.
Speaker 2 (15:50):
Exactly.
Speaker 1 (15:51):
Not seeing it as another obligation to add to
your to-do list.
Speaker 2 (15:55):
And remember, even short bursts of activity
throughout the day can make adifference.
Right, take the stairs insteadof the elevator, walk or bike to
campus instead of driving, orjust get up and stretch every
hour or so.
Speaker 1 (16:06):
Okay.
Speaker 2 (16:07):
These small changes can add up to big improvements
in your physical and mentalwell-being.
Speaker 1 (16:12):
This is all so helpful, but what about when
those little strategies aren'tenough?
What happens when you'refeeling completely overwhelmed,
stressed or even anxious?
Speaker 2 (16:20):
That's when it's crucial to reach out for
professional help.
Many universities havecounseling services specifically
for students, and the bookencourages readers to take
advantage of these resources.
Talking to a therapist canprovide you with valuable coping
mechanisms and strategies formanaging stress, anxiety or any
other mental health challengesyou might be facing.
Speaker 1 (16:40):
There's still a lot of stigma around mental health,
so I can imagine it can be toughfor some people to reach out
for help.
What does the book say aboutovercoming that stigma to reach?
Speaker 2 (16:49):
out for help.
What does the book say aboutovercoming that stigma?
It emphasizes that asking forhelp is a sign of strength, not
weakness.
It's about recognizing that youdon't have to go through this
alone and that there's no shamein seeking support when you need
it.
And remember you're not alone.
Many doctoral students, eventhose without LDA DHD,
experience anxiety, stress andeven depression during their
(17:11):
studies.
It's a demanding andchallenging journey, and it's
okay to ask for help along theway.
Speaker 1 (17:17):
It's like having a coach for your mental health,
someone who can help you buildthe skills and resilience you
need to navigate the ups anddowns of this journey.
Speaker 2 (17:23):
That's a great way to put it and beyond counseling
services, the book suggestsexploring other resources like
support groups or online forumswhere you can connect with other
doctoral students who are goingthrough similar experiences.
Speaker 1 (17:35):
Right.
It's all about building thatnetwork of support, both on
campus and online, to help youthrough the tough times.
Speaker 2 (17:41):
Now that we've talked about the mindset, the
techniques and the supportsystems that can help you thrive
in a doctoral program, let'smove on to the tools.
Speaker 1 (17:51):
Oh, I love this part.
It's like the gadget section ofour deep dive.
Speaker 2 (17:54):
Exactly, and the book dives deep into the various
assistive technologies and toolsthat can be absolute game
changers for students withlearning differences.
Speaker 1 (18:03):
OK, let's crack open that tech toolbox.
What are some of the must havetools that the book highlights?
Speaker 2 (18:10):
tech toolbox.
What are some of the must-havetools that the book highlights?
Well, one of the most essentialtools, especially for those who
struggle with writing, isspeech recognition software.
Speaker 1 (18:16):
Oh yeah.
Speaker 2 (18:16):
It can make writing papers, taking notes or even
just composing emails so mucheasier and less stressful.
Speaker 1 (18:23):
I'm a terrible typist , so I use speech to text all
the time.
It's been a lifesaver for me,especially when I'm working on
long documents or have to takenotes quickly during meetings.
Speaker 2 (18:32):
It's amazing how much more efficient and enjoyable
writing can be when you're notbattling with the keyboard or
struggling to get your thoughtsdown on paper, and for those
with dysgraphia or otherlearning differences that impact
handwriting, speech recognitionsoftware can be a truly
liberating tool.
Speaker 1 (18:50):
It's like giving your voice the power to translate
your thoughts directly onto thescreen, exactly Without passing
those obstacles that can makewriting feel so daunting.
Speaker 2 (18:58):
Another must-have category is organizational and
time management tools.
Speaker 1 (19:03):
Ooh, I'm an app addict, so I'm all ears.
What kind of apps are wetalking about?
Speaker 2 (19:07):
The book suggests looking for apps that can help
you keep track of deadlines,break down large tasks into
smaller, more manageable chunksand create visual schedules or
to-do lists.
I love using apps that let mecolor code tasks and
appointments it makes everythingso much easier to visualize and
prioritize, and the bookspecifically mentions the
importance of visual remindersfor those with ADHD, where those
(19:31):
visual cues can be reallyhelpful for staying focused and
on track.
Speaker 1 (19:34):
Right Makes sense.
Exactly it's like having avisual roadmap that helps you
stay on course and avoid gettingsidetracked.
Speaker 2 (19:40):
Now another category of tools that can be incredibly
helpful for doctoral students,especially those with LD, is
collaborative tools.
Think about all those groupprojects and research
collaborations.
They're such a big part of adoctoral program.
These tools can make workingtogether so much smoother and
more productive.
Speaker 1 (19:59):
Group projects can be a nightmare for those who might
struggle with communication orsocial dynamics.
So what kind of collaborativetools can help ease those
challenges and make working withothers more enjoyable and
successful?
Speaker 2 (20:13):
The book mentions things like video conferencing
platforms, which have becomeessential these days, even if
everyone's on the same campus.
Then there's shared documentediting software, which allows
everyone to work on the samedocument simultaneously, and
project manager tools, which canhelp keep everyone organized
and accountable for their tasks.
Speaker 1 (20:34):
It's like having a virtual project manager, keeping
everyone on the same page.
Speaker 2 (20:38):
Precisely.
Speaker 1 (20:38):
Tracking progress and ensuring that everyone's
contributions are valued andrecognized.
Speaker 2 (20:43):
And the book also emphasizes the importance of
clear and open communicationwithin these tools.
It's about creating a spacewhere everyone feels comfortable
expressing their ideas, askingfor help when needed and
celebrating each other'scontributions.
Speaker 1 (20:57):
Right.
It's about fostering acollaborative spirit where
everyone feels empowered toparticipate and contribute their
unique strengths andperspectives.
Now, with so much newtechnology coming out all the
time, it can be overwhelming tokeep up.
Any tips on how to stayinformed about the latest tools
and resources that can behelpful for students with LDADHD
(21:19):
.
Speaker 2 (21:21):
The book recommends tapping into the power of online
communities.
Okay, those support groups andforums we talked about earlier
can be gold mines of information.
You can connect with otherstudents who are using these
tools, share tips and tricks andget recommendations for apps or
software that might be a goodfit for your specific needs.
Speaker 1 (21:39):
It's like having a tech support team made up of
people who truly understand yourchallenges.
Speaker 2 (21:43):
Exactly.
Speaker 1 (21:43):
And can offer advice and solutions based on their own
experiences.
Speaker 2 (21:47):
And they can often point you to resources you might
not have found on your ownThings like specialized apps,
software discounts or evenaccessibility hacks that can
make mainstream tech moreuser-friendly.
Speaker 1 (21:57):
I love those hacks for those with learning
differences.
Speaker 2 (22:00):
Absolutely.
Speaker 1 (22:01):
It's amazing how creative people can be in
finding ways to make tech workfor them.
Speaker 2 (22:06):
And beyond online communities.
I would also recommend checkingwith your university's
accessibility services.
They often have a wealth ofknowledge about the latest
assistive technologies.
Speaker 1 (22:15):
Okay.
Speaker 2 (22:16):
And can provide demos or even loan out equipment for
you to try before you invest init.
Speaker 1 (22:21):
Okay, this is all fantastic information.
I'm feeling so empowered andinspired to explore all these
incredible tools that can makethis journey so much smoother.
But, alas, we've reached theend of part one of our deep dive
.
What can our listeners lookforward to in part two?
Speaker 2 (22:35):
Well, we've laid the foundation, explore the mindset,
the strategies, the supportsystems and even the tech tools
that can help you succeed in adoctoral program, even with the
added layer of LDA-DHD.
In part two, we'll delve intothe nitty-gritty of university
resources and support services.
We'll unpack what thoseaccessibility offices actually
offer, how to advocate for yourneeds and why connecting with
(22:59):
those disability support officescan be such a game changer.
Speaker 1 (23:02):
I can't wait to dive deeper into those support
systems, but for now, we'llleave you with this thought what
are your unique strengths?
Take a moment to reflect onwhat you're naturally good at,
what comes easily to you, andhow you can leverage those
strengths to navigate yourdoctoral journey.
And remember, you've got this.
We'll see you in part two.
Speaker 2 (23:21):
Welcome back everyone .
I hope you all had a chance toreally think about those unique
strengths of yours, you know.
Speaker 1 (23:27):
Yeah.
Speaker 2 (23:27):
It's amazing how much focusing on what we're good at
can totally shift ourperspective.
Speaker 1 (23:33):
Absolutely Right and building on that idea of support
, we're diving into the nittygritty of university resources.
Speaker 2 (23:40):
OK.
Speaker 1 (23:41):
In this part of our deep dive.
Remember those accessibilityservices we mentioned earlier.
Those offices are like hiddengems on campus, specifically
designed to level the playingfield for students with LDADHD.
Okay, but let's be real.
A lot of people might feelintimidated about actually
reaching out to those offices.
It's almost like admitting youneed help, which can be tough,
(24:01):
especially in a high-achievingenvironment like a doctorate
program.
Speaker 2 (24:05):
Yeah.
Speaker 1 (24:06):
So what does the book have to say about getting over
that hurdle?
Speaker 2 (24:09):
The book encourages you to ditch that fear and reach
out early.
Oh, don't wait until you'redrowning in coursework or
feeling completely overwhelmed.
Think of it like preventativecare for your academic
well-being.
Speaker 1 (24:21):
I love that analogy.
Just like you wouldn't waituntil you're seriously ill to
see a doctor, you don't have towait until you're academically
struggling to seek support.
Speaker 2 (24:30):
Exactly those accessibility offices are there
to help you thrive, not justsurvive, and the book really
emphasizes that these servicesaren't favors.
Speaker 1 (24:38):
OK.
Speaker 2 (24:39):
They're your rights.
You have a right to anequitable education, and these
offices are there to make thathappen.
Speaker 1 (24:45):
So what kind of concrete support can someone
actually get from theseaccessibility services?
Give us the inside scoop.
Speaker 2 (24:51):
Well, they offer a whole range of academic
accommodations that can make ahuge difference.
Think extended time for exams.
Speaker 1 (24:57):
Yeah.
Speaker 2 (24:58):
Super helpful if processing information takes a
bit longer.
For you, right.
Speaker 1 (25:02):
Right.
Speaker 2 (25:03):
Or maybe you need note takers for lectures,
especially if you struggle withkeeping up with the pace or have
difficulty processing auditoryinformation.
Some students even benefit fromhaving textbooks in audio
format.
If reading is a challenge, okay, it's really about customizing
the learning experience to fityour needs.
Speaker 1 (25:20):
Right.
It's like having a tailor makeyou a custom suit for your
academic journey, so it's not aone size fits all approach.
Exactly it's about finding thespecific support that will be
most beneficial for you.
Speaker 2 (25:31):
And that's why having that initial conversation with
the Accessibility ServicesOffice is so crucial.
It's like a brainstormingsession where you can figure out
what specific accommodationswill help you level up your
learning game.
Speaker 1 (25:43):
Okay, so we've got the Accessibility Services for
academic help, but what aboutmore holistic support?
Is there anywhere else oncampus that students can turn to
?
Speaker 2 (25:52):
Absolutely Many universities have these amazing
disability support offices thatgo beyond just the academic
stuff.
Think of them as your allies.
Speaker 1 (26:00):
Okay.
Not just another bureaucratichurdle to jump through.
What kind of support do theseoffices typically offer?
Speaker 2 (26:06):
They often provide workshops on things like time
management Because, let's faceit, that's a challenge for
anyone in a doctorate program,right?
But they tailor these workshopsspecifically for students with
LDADHD, offering strategies thatreally work.
They might also have workshopson study skills, again geared
toward your unique learningstyle, and some even offer
(26:29):
social skills developmentworkshops, which can be really
helpful for navigating the oftencomplex social dynamics of
academia.
Speaker 1 (26:37):
Yeah, those social skills workshops sound
especially helpful Because,let's be real, group projects
can be a major source of stressfor anyone, but especially for
those who might struggle withthings like communication or
social anxiety.
Speaker 2 (26:48):
You're right, and the book highlights how these
workshops can help studentsdevelop the confidence and
skills to not only survive groupprojects but to actually thrive
in those collaborative settings.
Speaker 1 (27:00):
It's like giving you the tools to not just
participate but to actually leadand contribute your unique
strengths to those groupdynamics.
Speaker 2 (27:08):
Exactly.
And beyond those workshops,these disability support offices
often provide something evenmore valuable a sense of
community.
Speaker 1 (27:15):
That feeling of belonging, of knowing you're not
alone in this journey, can beso powerful right.
Speaker 2 (27:20):
It can be a game changer.
These offices often become ahub for students with LDADHD to
connect with others who trulyunderstand their experiences, to
share tips and strategies andto just feel seen and supported.
Speaker 1 (27:33):
Right.
It's like having a built-insupport group where you can
celebrate the wins together,commiserate over the challenges
and just know that you're notthe only one navigating this
unique path.
Speaker 2 (27:42):
Yeah, we talked about accessibility services and
disability support offices.
Okay, but there's another layerof support that can make a
world of difference, and that'smentorship.
We touched on this earlier, butI'm curious to hear more about
what makes mentorship so crucialfor someone with LDADHT who's
pursuing a doctorate.
Speaker 1 (27:59):
Yeah, it's all about having someone in your corner
who truly gets it, whounderstands the unique
challenges you're facing and whocan offer guidance and support
tailored to your specific needs.
Speaker 2 (28:11):
It's like having a personal guide through the often
confusing and overwhelmingworld of academia, Someone who
can help you navigate the system, advocate for yourself and stay
motivated when the going getstough.
Speaker 1 (28:23):
Right, and the book highlights several key benefits
of mentorship For students withLDA-DHD.
First, a good mentor canprovide guidance from someone
who's been there, who's maybeeven walked a similar path
themselves.
They can offer strategies andadvice based on their own lived
experiences which can beincredibly valuable.
Speaker 2 (28:41):
It's that insider knowledge that you just can't
get from a textbook or a website.
Speaker 1 (28:45):
Right.
It's like having a seasonedtraveler share their secret tips
for navigating a new city.
They know the shortcuts, thehidden gems and the pitfalls to
avoid.
Speaker 2 (28:53):
I love that analogy.
Speaker 1 (28:54):
So, beyond practical guidance, what else can a good
mentor offer?
Speaker 2 (28:59):
Well, they can be an incredible source of emotional
support.
Speaker 1 (29:01):
Okay.
Speaker 2 (29:02):
Doing a doctorate is stressful for anyone but for
those with LDADHD, there can bean added layer of pressure and
self-doubt.
Having a mentor who believes inyou, who encourages you to keep
going, who celebrates your wins, that can be incredibly
powerful fuel for stayingmotivated and resilient.
Speaker 1 (29:21):
Right.
It's like having your ownpersonal cheerleader in your
corner, reminding you of yourstrengths and helping you see
past those moments of self-doubt.
Speaker 2 (29:28):
Exactly and beyond emotional support, a good mentor
can also connect you withresources and networks that you
might not know about.
Speaker 1 (29:37):
Okay.
Speaker 2 (29:37):
Things like specialized study groups,
assistive technology, evenfunding opportunities
specifically for students withLDADHD.
Speaker 1 (29:45):
So they're not just a guide, they're a connector,
opening doors that you might noteven have known existed.
Speaker 2 (29:49):
Exactly.
Speaker 1 (29:50):
This is all starting to sound pretty amazing, but how
does someone actually find agood mentor?
Where do you even begin?
Speaker 2 (29:56):
That's a great question and thankfully, the
book provides some reallyhelpful tips on this.
It suggests starting byreaching out to faculty members
who have a reputation for beingsupportive of students with
learning disabilities.
Maybe they're involved withdisability services on campus or
they've incorporated adaptiveteaching methods into their
courses.
Speaker 1 (30:16):
So do your research, check out faculty profiles, talk
to other students and see whostands out as being truly
committed to creating aninclusive and supportive
learning environment.
Speaker 2 (30:27):
Exactly, and don't be afraid to reach out to
professors who are doingresearch in an area you're
passionate about, even if youhaven't taken their class yet.
Okay, that shared intellectualinterest can be a great
foundation for a strongmentor-mentee relationship.
Speaker 1 (30:40):
Right, it's like saying, hey, I'm really
fascinated by your work and I'dlove to learn more about how you
approach research in this field.
Who knows, that initialconversation could spark a
connection.
Speaker 2 (30:50):
Absolutely.
Speaker 1 (30:50):
That blossoms into a rewarding mentorship.
Speaker 2 (30:53):
Now, if your university doesn't have a formal
mentorship program, are thereother avenues for finding a
mentor?
Speaker 1 (30:59):
Right.
What if you're at a smallerschool?
Speaker 2 (31:01):
Absolutely.
The book suggests exploringonline communities and support
groups.
These digital spaces can beincredible resources for
connecting with people whounderstand your experiences and
can offer guidance and support.
Speaker 1 (31:14):
It's amazing how technology can connect us with
people who share similarchallenges and can offer
encouragement and advice basedon their own lived experiences.
Speaker 2 (31:24):
It really is, and many of these online communities
have mentorship programs or canconnect you with individuals
who are willing to share theirexpertise and guidance so, even
if you're feeling isolated orlike you're the only one
navigating these challenges,remember that there's a whole
community out there ready tosupport you.
Speaker 1 (31:42):
You just have to reach out and connect now, let's
say you found a potentialmentor.
Speaker 2 (31:47):
How do you know if they're a good fit for you?
Speaker 1 (31:49):
yeah, what are some key things to look for?
Speaker 2 (31:51):
The book emphasizes the importance of finding
someone who you feel comfortablebeing open and honest with.
Speaker 1 (31:57):
Right Someone who?
Speaker 2 (31:58):
truly listens and understands your needs.
It's about more than justcredentials or expertise.
It's about that personalconnection, that feeling of
being truly seen and supported.
Speaker 1 (32:09):
Right, it's like finding a therapist for your
academic journey.
Speaker 2 (32:12):
Exactly.
Speaker 1 (32:12):
Someone who you can trust, confide in and who gets
where you're coming from.
Speaker 2 (32:16):
And it's also important to find someone.
Speaker 1 (32:18):
Yeah.
Speaker 2 (32:18):
Who you respect and admire, whose career path or
research inspires you.
Speaker 1 (32:23):
Right.
Speaker 2 (32:23):
Having that role model, who's also in your corner
, can be incredibly motivating.
It's like having a living,breathing example of what's
possible, a reminder that youcan achieve your dreams even
with the added layer of LDADHD.
Speaker 1 (32:39):
It's like having your own personal superhero guiding
you along the way.
Speaker 2 (32:42):
Okay, we've suffered a lot of ground on support
systems, from accessibilityservices to disability support
offices to the power ofmentorship, but there's one more
crucial element that we need toaddress, and that's mental
health and self-care.
Speaker 1 (32:56):
Right, we've touched on this a bit throughout our
deep dive, but it's so important, especially for doctoral
students with LDADHD, that itreally deserves its own
spotlight.
Speaker 2 (33:04):
You're so right.
It's like we've been equippingourselves with all the best gear
and mapping out the terrain forthis doctoral journey, but we
can't forget about the mostimportant element the well-being
of the traveler.
Speaker 1 (33:16):
Right, and the book really emphasizes that taking
care of your mental andemotional health isn't a luxury,
it's a necessity.
Speaker 2 (33:23):
Yeah, it's like putting on your oxygen mask
first before helping others.
You can't pour from an emptycup.
Speaker 1 (33:28):
And let's be honest, a doctorate is a marathon, not a
sprint.
No-transcript.
(34:00):
What are some of the keytakeaways for doctoral students
with LDADHD who are juggling thedemands of research coursework
teaching and everything elsethat comes with this path of
research coursework teaching?
Speaker 2 (34:11):
and everything else that comes with this path, what
starts by reframing self-care asan essential ingredient for
success, not a luxury or a signof weakness.
It's about recognizing that youcan't perform at your best if
you're running on empty, andthat prioritizing your mental
and emotional well-being is justas important as meeting those
deadlines and achieving thoseacademic milestones.
Speaker 1 (34:32):
Right, it's about creating a sustainable approach
to this journey, one that allowsyou to Just as important as
meeting those deadlines andachieving those academic
milestones.
Right, it's about creating asustainable approach to this
journey, one that allows you tothrive, not just survive Exactly
.
But I imagine a lot of doctoralstudents are rolling their eyes
right now thinking, yeah right,self-care sounds great in
theory, but I barely have timeto eat, let alone meditate or go
for a run.
Speaker 2 (34:48):
I hear you we're all busy.
Yeah, and it's easy to letself-care slip to the bottom of
the priority list, but the bookemphasizes that it's not about
adding more to your alreadyoverflowing to-do list.
Speaker 1 (34:59):
Okay.
Speaker 2 (34:59):
It's about making small but meaningful changes to
your routine, the kind of tweaksthat can have a ripple effect
on your overall well-being.
Speaker 1 (35:07):
So give us some examples.
What are some practical,actionable things that doctoral
students with LDADHD can do toprioritize self-care without
feeling like they're sacrificingtheir precious time or
productivity?
Because I know I'm alwayslooking for those time-saving
acts.
Speaker 2 (35:21):
One simple but powerful strategy is
incorporating short mindfulnessbreaks into your study sessions.
Speaker 1 (35:27):
Okay.
Speaker 2 (35:28):
Even just a few minutes of deep breathing or
stretching can help reducestress, clear your mind and
improve focus.
Speaker 1 (35:35):
I love those mini meditation apps that guide you
through a quick breathingexercise or a body scan.
Yeah, it's amazing how just afew minutes of focused attention
on your breath or your body canshift your whole energy.
Speaker 2 (35:48):
Exactly, it's like hitting the reset button on your
nervous system.
Ugh.
And another key element ofself-care that's often neglected
is getting enough sleep.
Speaker 1 (35:56):
Oh, yeah, tell me about it.
Speaker 2 (35:57):
I know it's easier said than done when you're
juggling a million things anddeadlines are looming, but even
small improvements to your sleephygiene can make a world of
difference.
Speaker 1 (36:06):
Yeah, I'm definitely guilty of burning the midnight
oil, but I know that when Iprioritize sleep, I'm so much
more focused and productive thenext day.
Speaker 2 (36:16):
Right, it's like recharging your battery so you
can function at your best, andthe book offers some practical
tips for improving your sleephygiene.
Speaker 1 (36:23):
Okay.
Speaker 2 (36:23):
It might be establishing a regular bedtime
routine, signaling to your bodythat it's time to wind down,
creating a relaxing sleepenvironment Think cozy blankets,
blackout curtains, white noiseand avoiding caffeine or alcohol
before bed, those sneaky sleepdisruptors.
Speaker 1 (36:42):
Okay, those are all good tips.
I'm definitely going to trythat blackout curtain trick.
I'm a super light sleeper, soany little bit of light can keep
me awake.
Speaker 2 (36:49):
It can make a big difference.
Speaker 1 (36:50):
Yeah.
Speaker 2 (36:51):
And beyond sleep.
The book also talks about theimportance of exercise.
Speaker 1 (36:54):
Oh yeah.
Speaker 2 (36:55):
Not just for physical health, but for reducing stress
, boosting your mood andimproving mental clarity.
Speaker 1 (37:01):
Right, I know exercise can be a tough sell for
some people, especially if youhave negative associations with
it from gym class or you're notnaturally athletic.
What does the book say aboutfinding the motivation to move
when you're already feelingoverwhelmed and exhausted?
Speaker 2 (37:15):
It all comes down to finding activities that you
genuinely enjoy, things thatenergize you, not drain you.
Forget about those gruelingworkouts or trying to force
yourself into an exerciseroutine that you dread.
Think about what brings you joy, what makes you feel alive.
It might be dancing, hiking,swimming, biking, anything that
(37:35):
gets your body moving andreleases those feel-good
endorphins.
Speaker 1 (37:39):
I love that reframing .
It's not about punishment orobligation.
It's about finding thoseactivities that make you feel
good, both physically andmentally.
Exactly, and even short burstsof movement throughout the day
can make a difference right.
Speaker 2 (37:50):
Absolutely.
Take the stairs instead of theelevator, walk or bike to campus
instead of driving, or just getup and stretch every hour or so
.
These small changes can add upto big improvements in your
energy levels and overallwell-being.
Speaker 1 (38:03):
Right.
It's like sneaking in thosehealthy habits throughout your
day rather than trying tooverhaul your entire routine.
Now, what about when thoseself-care strategies aren't
enough?
What happens when you'refeeling really overwhelmed,
stressed, anxious or evendepressed?
That's when it's crucial toreach out for professional help
or even depressed.
Speaker 2 (38:18):
That's when it's crucial to reach out for
professional help.
Many universities offercounseling services specifically
for students, and the bookstrongly encourages you to take
advantage of these resources.
Right Talking to a therapistcan equip you with valuable
coping mechanisms and strategiesfor managing stress, anxiety or
any other mental healthchallenges you might be facing.
Speaker 1 (38:39):
It's like having a coach for your mental health,
someone who can help younavigate those tough times and
build the resilience you need tothrive in this demanding
environment.
Speaker 2 (38:48):
Exactly, and there's still so much stigma around
mental health, so I can imagineit might feel difficult to take
that step of reaching out forhelp.
Speaker 1 (38:55):
Yeah, absolutely.
Speaker 2 (38:57):
What does the book say about overcoming that stigma
?
It emphasizes that asking forhelp is a sign of strength, not
weakness.
It's about recognizing that youdon't have to go through this
alone and that seeking supportis a smart and courageous choice
.
And remember, you're not alonein this.
Many doctoral students, eventhose without LDADHD, experience
anxiety, stress and evendepression during their studies.
(39:19):
It's a challenging journey andit's okay to ask for help along
the way.
Speaker 1 (39:23):
And beyond counseling services, are there other
resources that the bookrecommends exploring?
Speaker 2 (39:28):
Definitely.
The book suggests checking outsupport groups or online forums
where you can connect with otherdoctoral students who are going
through similar experiences.
These communities can provide asense of belonging, shared
understanding and encouragement.
Knowing you're not alone inthis can make a world of
difference.
Speaker 1 (39:45):
Right, it's all about building that network of
support, both on campus andonline, and remember those
disability support offices wetalked about earlier often have
social events or groupsspecifically for students with
LDADHD.
Speaker 2 (39:58):
That's a great point.
Those can be fantasticopportunities to connect with
peers who truly understand yourexperiences and to share tips
and strategies for navigatingthe unique challenges of a
doctoral journey.
Speaker 1 (40:08):
Now, all this talk about challenges and support
systems might have somelisteners feeling a bit
overwhelmed, especially ifthey're just starting out on
their doctoral path.
So, to wrap up our deep dive, Ithink it's time for a dose of
inspiration.
I agree, the book is filledwith incredible stories of
individuals who not onlycompleted their doctorates while
dealing with LDADHD, but whoare now thriving in their chosen
(40:30):
fields.
Speaker 2 (40:31):
You're so right.
Those stories are a powerfulreminder that this journey is
not only possible, but that itcan lead to incredible
fulfillment and success.
They're like beacons of hope,illuminating the path for others
to follow.
Speaker 1 (40:43):
So tell us about some of these amazing individuals
who are the rock stars featuredin the book.
Speaker 2 (40:49):
One story that really stood out to me is about a
woman named Sarah, who earnedher PhD in educational
psychology, a field wherereading and writing are
absolutely essential.
Speaker 1 (40:59):
Wow.
Speaker 2 (41:00):
Despite struggling with dyslexia her whole life.
Speaker 1 (41:02):
That's incredible.
It's like defying the odds,proving that those learning
differences don't have to defineyour limits.
How did she do it?
What strategies did she use toovercome those challenges?
Speaker 2 (41:12):
Well.
The book talks about how shedeveloped incredibly strong
organizational skills tocompensate for her dyslexia.
She broke down her workloadinto manageable chunks, used
color coding systems to keeptrack of her notes and research,
and relied heavily on digitaltools like text-to-speech
software to help her process.
(41:32):
Written information.
Speaker 1 (41:33):
It's like she hacked her own learning process,
figuring out what worked bestfor her and then maximizing
those strategies to achieve hergoals.
Speaker 2 (41:40):
Exactly.
And she didn't just keep thosestrategies to herself.
She became an advocate forother students with learning
disabilities, sharing her tipsand even teaching workshops on
study skills tailored fordiverse learners.
Speaker 1 (41:53):
I love that.
It's like she took herchallenge and turned it into a
superpower, not just for herself, but for others as well.
Speaker 2 (41:58):
Absolutely.
Another inspiring story isabout a guy named Daniel who has
ADHD.
Okay, he found traditionallectures and reading incredibly
difficult.
His mind would wander, he'd getrestless and he struggled to
retain information.
Speaker 1 (42:11):
Oh, I can totally relate to that.
I'm a fidgeter myself and Iknow how hard it can be to stay
focused when your brain feelslike it's in overdrive.
So what strategies worked forDaniel?
How did he find his way through?
Speaker 2 (42:22):
that Well, he discovered that he needed to
incorporate movement into hisstudy routine to stay engaged.
Speaker 1 (42:28):
Okay.
Speaker 2 (42:28):
He would listen to lectures while walking or
exercising, and he'd takefrequent breaks to stretch or
just move around.
Speaker 1 (42:34):
It's like he figured out how to hack his ADHD to work
for him, not against him.
Speaker 2 (42:38):
Exactly, and he also became a vocal advocate for
mental health awareness inacademia, speaking openly about
his own experiences andencouraging others to prioritize
self-care and to break thestigma around mental health
challenges which can be soprevalent in these high-pressure
environments.
Speaker 1 (42:54):
These stories are so inspiring.
They show that there's noone-size-fits-all solution.
It's all about embracing yourunique learning style and
finding what works best for you.
So, as we wrap up our deep dive, what's the biggest takeaway
from all these success stories?
What's the common thread thatruns through them all?
Speaker 2 (43:10):
The common thread is that earning a doctorate with
LDA-DHD is challenging butabsolutely achievable.
It takes hard work, dedication,resilience and a willingness to
advocate for yourself, but it'spossible, and the book provides
a roadmap for how to do it,equipping you with the mindset,
the strategies, the resourcesand the inspiration to turn your
(43:33):
dream into a reality.
Speaker 1 (43:35):
It's like we've been on this incredible journey
together, exploring the terrain,gathering the tools and
connecting with the guides whocan help us reach the summit.
Speaker 2 (43:43):
And remember, you're not alone on this path.
There's a whole community ofsupport out there, from
accessibility services todisability support offices, to
mentors who've walked a similarpath, to online communities and
support groups.
Speaker 1 (43:54):
So if you're feeling lost, discouraged or overwhelmed
, remember those success stories, Remember the resources
available to you and reach outfor help.
You've got this.
Speaker 2 (44:02):
And one last thought before we sign off.
If you could wave a magic wandand create one new tool or
resource to help doctoralstudents with LDADHD, what would
it be?
Speaker 1 (44:12):
Oh, that's a great question.
I think I would create acomprehensive online platform
that brings together all thebest elements we've discussed
today.
It would have personalizedlearning assessments to help you
pinpoint your strengths andchallenges, a database of
assistive technologies and studystrategies tailored for diverse
learners, a mentorship matchingsystem to connect you with
(44:33):
someone who gets it, and avibrant online community where
you could connect with otherstudents, share tips and find
support.
Speaker 2 (44:39):
That's brilliant.
It's like a one-stop shop foreverything you need to thrive in
a doctoral program customizedspecifically for those with
LDA-DHD, and it would beconstantly updated with the
latest research and resources,so students would always have
access to the most effectivetools and strategies.
Speaker 1 (44:54):
Right, I love it.
Well, we've reached the end ofour deep dive, but I hope this
is just the beginning of yourjourney toward achieving your
doctoral dreams.
Speaker 2 (45:01):
Thanks for joining us on this incredible exploration.
We've covered a lot of ground,but remember, the most important
journey is the one you takewithin yourself.
Keep learning, keep growing andkeep breaking those barriers.
Hey everyone and welcome to today's Deep Dive.
We're tackling a topic that Ithink is really important to a
lot of people Earning adoctorate when you're dealing
with learning disabilities orADHD.
We're gonna be pulling insightsfrom this really interesting
book called Breaking BarriersAchieving your Doctorate with
Learning Disabilities and, trustme, this isn't just skimming
(00:21):
the surface.
We're gonna be going deep touncover, like the real gems, the
kind of stuff that goes waybeyond your typical, you know,
study tips.
Speaker 2 (00:31):
Right.
So what I find reallyfascinating about this book yeah
.
Is how it reframes the wholeconversation about learning
disabilities in academia.
Speaker 1 (00:40):
OK.
Speaker 2 (00:41):
It's not about seeing these as limitations on your
intelligence Right, but moreabout recognizing that
everyone's brain is wireddifferently.
Speaker 1 (00:48):
OK, so you're saying it's not that you can't learn,
it's just you learn differently.
Speaker 2 (00:52):
Exactly.
Think of it this way.
Speaker 1 (00:53):
Yeah.
Speaker 2 (00:54):
Your neurological wiring impacts how you focus,
how you organize information,even how you remember things,
and these are all like essentialskills for taking on a
doctorate, right?
But instead of seeing thesedifferences as obstacles, we
need to figure out how to workwith them.
Okay, that's where the realmagic happens.
Speaker 1 (01:12):
I like that.
Now, before we get to thosestrategies, though, sure, the
book tackles some pretty harmfulmyths that are still floating
around about learningdisabilities.
I'm talking about the kind ofstuff that can really make you
question your abilities.
If you ever heard any of these,learning disabilities means
(01:33):
you're not intelligent, or thatthey're just a result of bad
teaching or not trying hardenough, that maybe you just need
to stick to those traditionalstudy methods, or, even worse,
that universities just aren'tequipped to support you and the
ultimate downer, that you can'treally achieve high academic
success with ld.
Speaker 2 (01:51):
Talk about a confidence killer you're hitting
on some major points there, andthese myths are not only untrue
, they can be incrediblydamaging right the book does a
brilliant job of breaking eachone down and showing why they
just don't hold up.
Speaker 1 (02:05):
Yeah, like for real.
It's time to debunk these mythsonce and for all.
So, for example, let's talkabout intelligence.
If someone tells you thathaving a learning disability
means you're not smart, well,the research just doesn't back
that up.
Think about it.
Intelligence is multifaceted,right?
People with LD often shine inareas like creative problem
(02:26):
solving, communication, evencritical thinking, which are all
super valuable skills in adoctoral program, wouldn't you
agree?
Speaker 2 (02:34):
Absolutely, and those strengths often get
overshadowed because they don'tfit the traditional mold of
what's considered academicintelligence.
Speaker 1 (02:42):
Right, it's like saying that a fish isn't
intelligent because it can'tclimb a tree.
Speaker 2 (02:45):
Exactly.
Speaker 1 (02:46):
You know, it's all about playing to your strengths
and recognizing thatintelligence comes in many forms
.
And that brings us to anothermyth that there's only one right
way to learn.
The book really challenges thatnotion, and it emphasizes that,
for students with LD, it's allabout finding the approaches and
the support systems that workbest for you.
No more cookie cutter solutions.
(03:06):
Now what about the myth thatuniversities just can't support
students with LD?
I'm guessing the book has somestrong words about that one too.
Speaker 2 (03:14):
You bet.
While it's true that someinstitutions are better equipped
than others, many universitiesare waking up to the fact that
they need to provide moresupport.
Right Think accessibilityservices, academic coaching,
even peer support networks.
These resources are out thereand they can be game changers.
The key is to be proactive andseek them out.
(03:35):
They're there to help yousucceed.
Speaker 1 (03:38):
Yeah, don't be afraid to ask for help.
It's not a sign of weakness,it's a sign of strength.
Exactly you deserve the supportyou need to reach your full
potential.
Now let's address that lastmyth, the one that says high
academic success is just out ofreach if you have LD.
Speaker 2 (03:52):
Yeah.
Speaker 1 (03:53):
This is where the book gets truly inspiring.
It's packed with stories ofindividuals who not only
completed their doctorates, butwho are now thriving in their
careers.
Yeah, their living proved thatwith the right support and
strategies, anything is possible.
Okay, I'm already feelinginspired, but let's get
practical.
Chapter two of the book divesinto strategies for overcoming
(04:13):
barriers.
Speaker 2 (04:13):
Yeah.
Speaker 1 (04:14):
And one of the first things it emphasizes is
recognizing your personalstrengths.
Now, this might seemcounterintuitive, right yeah,
shouldn't we be focusing onwhat's hard?
Speaker 2 (04:24):
That's a great point and that's what makes this book
so insightful.
Okay, it's not about fixatingon what you find difficult.
It's about understanding andleveraging your strengths.
Your strengths are thefoundation for building
effective strategies.
Speaker 1 (04:39):
So instead of thinking I'm terrible at writing
, I might say hey, I'm actuallya great storyteller.
Speaker 2 (04:44):
Exactly.
Speaker 1 (04:44):
How can I use that strength to make my writing more
engaging?
Speaker 2 (04:47):
And the book highlights all sorts of
strengths that are valuable in adoctoral program.
Speaker 1 (04:53):
Yeah.
Speaker 2 (04:53):
Think creative, problem solving.
Strong verbal skills, theability to think outside the box
, making connections that othersmight miss.
These are all assets.
Speaker 1 (05:03):
These are skills that doctoral students use every
single day.
It's about recognizing thatyour strengths might look
different, but they're just asvaluable Absolutely, and the
book encourages you to go beyondjust knowing your strengths.
Speaker 2 (05:16):
It's about actively integrating them into your study
habits, right?
So if you're a visual learner,for example, you might create
mind maps or diagrams toorganize your research.
Or if you're a verbal learner,you might thrive in study groups
where you can discuss anddebate ideas.
Speaker 1 (05:32):
I love that.
Speaker 2 (05:33):
It's like custom designing your learning
experience to play to yourstrengths.
And speaking of customizedlearning, the book also talks
about self-reflection andseeking feedback from others.
Speaker 1 (05:43):
That's such an important point.
Talks about self-reflection andseeking feedback from others.
That's such an important point.
Sometimes we're so focused onwhat we struggle with that we
forget to acknowledge ourtalents.
Yeah, Getting feedback fromtrusted mentors, professors or
even friends can help youuncover hidden strengths that
you might not even realize youhave.
Speaker 2 (05:58):
Right, it's like having a personal cheerleader
pointing out all the amazingthings you're capable of.
I love that.
And once you have a solid graspof your strengths, it becomes
easier to build resilience andgrit, which are crucial for
navigating the ups and downs ofa doctoral journey.
Right, you know, working onyour doctorate can feel like an
uphill battle, especially withthe added challenges of LDADHD.
(06:20):
Right, that's where cultivatinggrit becomes your secret weapon
.
Speaker 1 (06:23):
Okay.
Speaker 2 (06:24):
We're talking about that combination of passion and
perseverance, the ability tostay laser focused on your long
term goals, even when things gettough.
Speaker 1 (06:34):
Yeah, so it's not just about working harder, it's
about working smarter and havingthat unwavering determination
to keep going, even when you hitroadblocks.
Right, but how do you actuallybuild grit?
It sounds like this abstractquality that some people just
have and others don't.
Speaker 2 (06:50):
The good news is that grit is a skill you can develop
.
Speaker 1 (06:53):
Okay.
Speaker 2 (06:53):
And the book gives some really practical tips for
doing just that.
One is setting small,achievable goals to build
momentum.
Speaker 1 (07:00):
Okay.
Speaker 2 (07:01):
Instead of getting overwhelmed by the sheer
enormity of a dissertation.
Speaker 1 (07:04):
Right.
Speaker 2 (07:05):
Break it down into smaller, more manageable chunks.
You're not trying to climbMount Everest in a single leap.
You're taking it one step at atime.
Speaker 1 (07:13):
I love that analogy.
It's like training for amarathon.
You don't start by running 26miles.
You gradually increase yourdistance and build your stamina,
so small wins lead to bigvictories Exactly.
Increase your distance andbuild your stamina so small wins
lead to big victories Exactly.
Another key to building grit ishaving a solid support network.
Feeling understood andsupported.
(07:37):
Knowing you're not alone inthis can be incredibly powerful
fuel for keeping you motivatedwhen things get challenging.
Speaker 2 (07:40):
That's a great point.
Speaker 1 (07:40):
It's like having a team of cheerleaders rooting for
you every step of the way.
They remind you why you startedthis journey and help you
celebrate those milestones alongthe way.
Speaker 2 (07:50):
You got it.
And finally, the book talksabout developing a growth
mindset.
Speaker 1 (07:53):
Okay.
Speaker 2 (07:54):
Which is all about believing that you can improve,
that your abilities aren't fixed.
Speaker 1 (07:58):
So it's not just about accepting your learning
disability.
It's about believing that youcan learn and grow despite it.
Speaker 2 (08:04):
Yes, a growth mindset is about seeing challenges as
opportunities for learning anddevelopment.
It's about believing that youcan stretch and expand your
abilities rather than feelinglimited by labels or past
experiences.
Speaker 1 (08:17):
That's such a powerful shift in perspective.
Instead of thinking I'm bad atmath, you might think I haven't
mastered math yet, but I'mwilling to put in the effort to
learn and improve.
It's about embracing thejourney, not just fixating on
the destination.
Speaker 2 (08:32):
Right.
Speaker 1 (08:33):
Now the book provides some concrete strategies for
cultivating this growth mindset.
One is setting realistic goalsfocusing on progress rather than
perfection.
Goals focusing on progressrather than perfection.
It's about acknowledging thatyou're not going to be an expert
overnight, but that every stepforward, no matter how small, is
a victory.
Speaker 2 (08:51):
And don't underestimate the power of
reflection.
Take the time to analyze yourlearning process.
What worked well?
What could you do differentlynext time?
This kind of self-awareness canhelp you identify areas for
growth and create strategiesthat are tailored to your
specific needs.
Speaker 1 (09:06):
Right, it's like becoming a scientist of your own
learning process.
Now we've touched on mentorshipa bit, but I'm curious to hear
more about why it's so crucial,especially in this context.
Why is having a mentor soimportant for someone with
LDADHD who's pursuing adoctorate?
Speaker 2 (09:22):
That's a great question.
Yeah, imagine having someonewho truly gets it.
Speaker 1 (09:26):
Yeah.
Speaker 2 (09:26):
Who understands the unique challenges of learning
disabilities and ADHD.
Speaker 1 (09:30):
Right.
Speaker 2 (09:30):
Who has maybe even been there themselves.
They can provide invaluableguidance, encouragement and
support tailored to yourspecific needs.
Speaker 1 (09:39):
It's like having a personal Sherpa guiding you
through the often treacherousterrain of a doctoral program.
Speaker 2 (09:44):
I love that analogy.
Speaker 1 (09:46):
Pointing out the best paths to take, the pitfalls to
avoid, and offeringencouragement when the going
gets tough.
Speaker 2 (09:52):
A good mentor can be that trusted advisor,
cheerleader and confidant allrolled into one.
They can share their ownexperiences, offer strategies
for navigating the academiclandscape and connect you with
resources you might not evenknow existed.
Speaker 1 (10:06):
It sounds like finding the right mentor can be
a game changer, but how do youeven go about finding one?
Where do you start looking?
Speaker 2 (10:12):
There are several avenues you can explore.
One is reaching out to facultymembers who have a reputation
for being supportive of studentswith learning differences.
Look for professors who areactively involved in disability
services or who have experiencewith adaptive teaching methods.
Speaker 1 (10:29):
So maybe start by checking out the faculty
profiles on your department'swebsite.
Speaker 2 (10:32):
Exactly.
Speaker 1 (10:33):
Or asking around among other students to see who
gets rave reviews for theirinclusivity and willingness to
support students with diverselearning needs.
Speaker 2 (10:41):
And don't be afraid to reach out to professors whose
research interests align withyours, Even if you haven't taken
their class yet.
A shared passion for aparticular subject can be a
great foundation for a strongmentor-mentee relationship.
Speaker 1 (10:55):
Right, it's like saying hey, I'm really
fascinated by your work oninsert topic here.
Speaker 2 (11:00):
Exactly.
Speaker 1 (11:01):
And I'd love to pick your brain about how you
approach research in this field.
Who knows?
That initial conversation couldspark a connection that leads
to a rewarding mentorshipAbsolutely Now.
If your university doesn't havea formal mentorship program,
don't despair.
There are still plenty of waysto find a mentor Right.
Online communities and supportgroups dedicated to LDADHD can
(11:21):
be incredible resources.
They often have mentorshipprograms or can connect you with
individuals who are willing toshare their expertise and
guidance.
Speaker 2 (11:31):
It's amazing how technology can connect us with
people who share similarexperiences and can offer
invaluable support and advice.
Speaker 1 (11:40):
And remember, when you're considering a potential
mentor, look for someone who youfeel comfortable being open and
honest with, someone who trulylistens and understands your
needs.
Speaker 2 (11:51):
It's about more than just credentials or expertise.
It's about that personalconnection.
Right that feeling of beingtruly seen and supported.
Speaker 1 (11:59):
You hit the nail on the head.
It's also important to findsomeone who you admire and
respect, whose career path orresearch inspires you.
Having that role model who'salso in your corner, can be
incredibly motivating.
Speaker 2 (12:11):
And we've talked about recognizing your strengths
, building grit, developing agrowth mindset and finding a
supportive mentor.
Speaker 1 (12:18):
Right.
Speaker 2 (12:18):
All essential ingredients for thriving in a
doctoral program, but there'sone more piece of the puzzle
that's absolutely crucial forsuccess.
Speaker 1 (12:26):
Okay.
Speaker 2 (12:26):
Especially for those with LDADHD.
Speaker 1 (12:28):
Okay, I'm intrigued.
Tell me more.
Speaker 2 (12:30):
Mental health and self-care.
Speaker 1 (12:31):
Oh yeah, let's face it A doctorate is a marathon,
not a sprint, and taking care ofyourself is non-negotiable.
Speaker 2 (12:37):
Right.
Speaker 1 (12:37):
Especially when you're dealing with the added
challenges of LDADHD.
Speaker 2 (12:41):
The book dedicates a whole chapter to this,
recognizing that doing adoctorate can be incredibly
stressful.
It's like you're climbing amountain while carrying extra
weight.
It takes more energy, moreresilience, more strategies for
coping.
Speaker 1 (12:56):
So how does the book approach this topic?
What are some of the keytakeaways for doctoral students
with LDADHD who are juggling thedemands of research, coursework
, teaching and everything elsethat comes with this journey?
Speaker 2 (13:09):
It starts by emphasizing the importance of
recognizing self-care as anessential ingredient for success
.
Speaker 1 (13:15):
Okay.
Speaker 2 (13:16):
Not a luxury or a sign of weakness.
It's about acknowledging thatyou can't pour from an empty cup
.
Speaker 1 (13:22):
Right.
Speaker 2 (13:22):
And that taking care of your mental and emotional
well-being is just as importantas taking care of your academic
responsibilities.
Speaker 1 (13:29):
It's about creating a sustainable approach to your
doctoral journey, one thatallows you to thrive, not just
survive.
But I imagine a lot of doctoralstudents are rolling their eyes
right now thinking yeah right,self-care sounds great in theory
, but I barely have time tosleep, let alone meditate or go
for a run.
Speaker 2 (13:46):
I get it, we're all busy and it's easy to let
self-care slip to the bottom ofthe priority list Right.
But the book emphasizes thatit's not about adding more to
your already overflowing to-dolist.
Speaker 1 (13:57):
Okay.
Speaker 2 (13:58):
It's about making small but meaningful changes to
your routine, the kind of tweaksthat can make a big difference
in your overall well-being.
Speaker 1 (14:06):
So give us some examples.
What are are some practical,actionable things that doctoral
students with ld adhd can do toprioritize self-care without
feeling like they're sacrificingthe precious time or
productivity?
Speaker 2 (14:18):
one simple but powerful strategy is
incorporating short mindfulnessbreaks into your study sessions
okay even just a few minutes ofdeep breathing or stretching can
help reduce stress and improvefocus.
Speaker 1 (14:30):
Okay, that sounds doable.
It's not about having to blockout an hour for yoga or
meditation.
It's about finding those littlepockets of time to reset and
recharge.
Speaker 2 (14:39):
Exactly, and the book also emphasizes the importance
of getting enough sleep.
Speaker 1 (14:44):
Easier said than done .
Speaker 2 (14:45):
I know easier said than done for most doctoral
students, right, but even smallimprovements to your sleep
hygiene can make a world ofdifference in your energy levels
.
Speaker 1 (14:54):
Right.
Speaker 2 (14:54):
Your mood and your ability to focus.
Speaker 1 (14:56):
Right.
It's not about magicallytransforming into a perfect
sleeper overnight.
It's about making gradualchanges like establishing a
regular bedtime routine,creating a relaxing sleep
environment and avoidingcaffeine or alcohol before bed.
Speaker 2 (15:11):
Those are all great tips, yeah, and the book also
talks about the importance ofexercise.
Speaker 1 (15:15):
Yeah.
Speaker 2 (15:15):
Not just for physical health, but for stress
reduction, mood boosting andmental clarity.
Speaker 1 (15:20):
I know exercise can be a tough sell for some people,
especially those who might havenegative associations with it
from gym class or who feelself-conscious about working out
.
What does the book say aboutfinding the motivation to move
when you're already feelingoverwhelmed and exhausted?
Speaker 2 (15:35):
The key is to find activities you genuinely enjoy,
things that don't feel like achore or a punishment.
It might be dancing, hiking,swimming, biking, anything that
gets your body moving andreleases those feel-good
endorphins.
Speaker 1 (15:48):
Right, it's about finding the joy in movement.
Speaker 2 (15:50):
Exactly.
Speaker 1 (15:51):
Not seeing it as another obligation to add to
your to-do list.
Speaker 2 (15:55):
And remember, even short bursts of activity
throughout the day can make adifference.
Right, take the stairs insteadof the elevator, walk or bike to
campus instead of driving, orjust get up and stretch every
hour or so.
Speaker 1 (16:06):
Okay.
Speaker 2 (16:07):
These small changes can add up to big improvements
in your physical and mentalwell-being.
Speaker 1 (16:12):
This is all so helpful, but what about when
those little strategies aren'tenough?
What happens when you'refeeling completely overwhelmed,
stressed or even anxious?
Speaker 2 (16:20):
That's when it's crucial to reach out for
professional help.
Many universities havecounseling services specifically
for students, and the bookencourages readers to take
advantage of these resources.
Talking to a therapist canprovide you with valuable coping
mechanisms and strategies formanaging stress, anxiety or any
other mental health challengesyou might be facing.
Speaker 1 (16:40):
There's still a lot of stigma around mental health,
so I can imagine it can be toughfor some people to reach out
for help.
What does the book say aboutovercoming that stigma to reach?
Speaker 2 (16:49):
out for help.
What does the book say aboutovercoming that stigma?
It emphasizes that asking forhelp is a sign of strength, not
weakness.
It's about recognizing that youdon't have to go through this
alone and that there's no shamein seeking support when you need
it.
And remember you're not alone.
Many doctoral students, eventhose without LDA DHD,
experience anxiety, stress andeven depression during their
(17:11):
studies.
It's a demanding andchallenging journey, and it's
okay to ask for help along theway.
Speaker 1 (17:17):
It's like having a coach for your mental health,
someone who can help you buildthe skills and resilience you
need to navigate the ups anddowns of this journey.
Speaker 2 (17:23):
That's a great way to put it and beyond counseling
services, the book suggestsexploring other resources like
support groups or online forumswhere you can connect with other
doctoral students who are goingthrough similar experiences.
Speaker 1 (17:35):
Right.
It's all about building thatnetwork of support, both on
campus and online, to help youthrough the tough times.
Speaker 2 (17:41):
Now that we've talked about the mindset, the
techniques and the supportsystems that can help you thrive
in a doctoral program, let'smove on to the tools.
Speaker 1 (17:51):
Oh, I love this part.
It's like the gadget section ofour deep dive.
Speaker 2 (17:54):
Exactly, and the book dives deep into the various
assistive technologies and toolsthat can be absolute game
changers for students withlearning differences.
Speaker 1 (18:03):
OK, let's crack open that tech toolbox.
What are some of the must havetools that the book highlights?
Speaker 2 (18:10):
tech toolbox.
What are some of the must-havetools that the book highlights?
Well, one of the most essentialtools, especially for those who
struggle with writing, isspeech recognition software.
Speaker 1 (18:16):
Oh yeah.
Speaker 2 (18:16):
It can make writing papers, taking notes or even
just composing emails so mucheasier and less stressful.
Speaker 1 (18:23):
I'm a terrible typist , so I use speech to text all
the time.
It's been a lifesaver for me,especially when I'm working on
long documents or have to takenotes quickly during meetings.
Speaker 2 (18:32):
It's amazing how much more efficient and enjoyable
writing can be when you're notbattling with the keyboard or
struggling to get your thoughtsdown on paper, and for those
with dysgraphia or otherlearning differences that impact
handwriting, speech recognitionsoftware can be a truly
liberating tool.
Speaker 1 (18:50):
It's like giving your voice the power to translate
your thoughts directly onto thescreen, exactly Without passing
those obstacles that can makewriting feel so daunting.
Speaker 2 (18:58):
Another must-have category is organizational and
time management tools.
Speaker 1 (19:03):
Ooh, I'm an app addict, so I'm all ears.
What kind of apps are wetalking about?
Speaker 2 (19:07):
The book suggests looking for apps that can help
you keep track of deadlines,break down large tasks into
smaller, more manageable chunksand create visual schedules or
to-do lists.
I love using apps that let mecolor code tasks and
appointments it makes everythingso much easier to visualize and
prioritize, and the bookspecifically mentions the
importance of visual remindersfor those with ADHD, where those
(19:31):
visual cues can be reallyhelpful for staying focused and
on track.
Speaker 1 (19:34):
Right Makes sense.
Exactly it's like having avisual roadmap that helps you
stay on course and avoid gettingsidetracked.
Speaker 2 (19:40):
Now another category of tools that can be incredibly
helpful for doctoral students,especially those with LD, is
collaborative tools.
Think about all those groupprojects and research
collaborations.
They're such a big part of adoctoral program.
These tools can make workingtogether so much smoother and
more productive.
Speaker 1 (19:59):
Group projects can be a nightmare for those who might
struggle with communication orsocial dynamics.
So what kind of collaborativetools can help ease those
challenges and make working withothers more enjoyable and
successful?
Speaker 2 (20:13):
The book mentions things like video conferencing
platforms, which have becomeessential these days, even if
everyone's on the same campus.
Then there's shared documentediting software, which allows
everyone to work on the samedocument simultaneously, and
project manager tools, which canhelp keep everyone organized
and accountable for their tasks.
Speaker 1 (20:34):
It's like having a virtual project manager, keeping
everyone on the same page.
Speaker 2 (20:38):
Precisely.
Speaker 1 (20:38):
Tracking progress and ensuring that everyone's
contributions are valued andrecognized.
Speaker 2 (20:43):
And the book also emphasizes the importance of
clear and open communicationwithin these tools.
It's about creating a spacewhere everyone feels comfortable
expressing their ideas, askingfor help when needed and
celebrating each other'scontributions.
Speaker 1 (20:57):
Right.
It's about fostering acollaborative spirit where
everyone feels empowered toparticipate and contribute their
unique strengths andperspectives.
Now, with so much newtechnology coming out all the
time, it can be overwhelming tokeep up.
Any tips on how to stayinformed about the latest tools
and resources that can behelpful for students with LDADHD
(21:19):
.
Speaker 2 (21:21):
The book recommends tapping into the power of online
communities.
Okay, those support groups andforums we talked about earlier
can be gold mines of information.
You can connect with otherstudents who are using these
tools, share tips and tricks andget recommendations for apps or
software that might be a goodfit for your specific needs.
Speaker 1 (21:39):
It's like having a tech support team made up of
people who truly understand yourchallenges.
Speaker 2 (21:43):
Exactly.
Speaker 1 (21:43):
And can offer advice and solutions based on their own
experiences.
Speaker 2 (21:47):
And they can often point you to resources you might
not have found on your ownThings like specialized apps,
software discounts or evenaccessibility hacks that can
make mainstream tech moreuser-friendly.
Speaker 1 (21:57):
I love those hacks for those with learning
differences.
Speaker 2 (22:00):
Absolutely.
Speaker 1 (22:01):
It's amazing how creative people can be in
finding ways to make tech workfor them.
Speaker 2 (22:06):
And beyond online communities.
I would also recommend checkingwith your university's
accessibility services.
They often have a wealth ofknowledge about the latest
assistive technologies.
Speaker 1 (22:15):
Okay.
Speaker 2 (22:16):
And can provide demos or even loan out equipment for
you to try before you invest init.
Speaker 1 (22:21):
Okay, this is all fantastic information.
I'm feeling so empowered andinspired to explore all these
incredible tools that can makethis journey so much smoother.
But, alas, we've reached theend of part one of our deep dive
.
What can our listeners lookforward to in part two?
Speaker 2 (22:35):
Well, we've laid the foundation, explore the mindset,
the strategies, the supportsystems and even the tech tools
that can help you succeed in adoctoral program, even with the
added layer of LDA-DHD.
In part two, we'll delve intothe nitty-gritty of university
resources and support services.
We'll unpack what thoseaccessibility offices actually
offer, how to advocate for yourneeds and why connecting with
(22:59):
those disability support officescan be such a game changer.
Speaker 1 (23:02):
I can't wait to dive deeper into those support
systems, but for now, we'llleave you with this thought what
are your unique strengths?
Take a moment to reflect onwhat you're naturally good at,
what comes easily to you, andhow you can leverage those
strengths to navigate yourdoctoral journey.
And remember, you've got this.
We'll see you in part two.
Speaker 2 (23:21):
Welcome back everyone .
I hope you all had a chance toreally think about those unique
strengths of yours, you know.
Speaker 1 (23:27):
Yeah.
Speaker 2 (23:27):
It's amazing how much focusing on what we're good at
can totally shift ourperspective.
Speaker 1 (23:33):
Absolutely Right and building on that idea of support
, we're diving into the nittygritty of university resources.
Speaker 2 (23:40):
OK.
Speaker 1 (23:41):
In this part of our deep dive.
Remember those accessibilityservices we mentioned earlier.
Those offices are like hiddengems on campus, specifically
designed to level the playingfield for students with LDADHD.
Okay, but let's be real.
A lot of people might feelintimidated about actually
reaching out to those offices.
It's almost like admitting youneed help, which can be tough,
(24:01):
especially in a high-achievingenvironment like a doctorate
program.
Speaker 2 (24:05):
Yeah.
Speaker 1 (24:06):
So what does the book have to say about getting over
that hurdle?
Speaker 2 (24:09):
The book encourages you to ditch that fear and reach
out early.
Oh, don't wait until you'redrowning in coursework or
feeling completely overwhelmed.
Think of it like preventativecare for your academic
well-being.
Speaker 1 (24:21):
I love that analogy.
Just like you wouldn't waituntil you're seriously ill to
see a doctor, you don't have towait until you're academically
struggling to seek support.
Speaker 2 (24:30):
Exactly those accessibility offices are there
to help you thrive, not justsurvive, and the book really
emphasizes that these servicesaren't favors.
Speaker 1 (24:38):
OK.
Speaker 2 (24:39):
They're your rights.
You have a right to anequitable education, and these
offices are there to make thathappen.
Speaker 1 (24:45):
So what kind of concrete support can someone
actually get from theseaccessibility services?
Give us the inside scoop.
Speaker 2 (24:51):
Well, they offer a whole range of academic
accommodations that can make ahuge difference.
Think extended time for exams.
Speaker 1 (24:57):
Yeah.
Speaker 2 (24:58):
Super helpful if processing information takes a
bit longer.
For you, right.
Speaker 1 (25:02):
Right.
Speaker 2 (25:03):
Or maybe you need note takers for lectures,
especially if you struggle withkeeping up with the pace or have
difficulty processing auditoryinformation.
Some students even benefit fromhaving textbooks in audio
format.
If reading is a challenge, okay, it's really about customizing
the learning experience to fityour needs.
Speaker 1 (25:20):
Right.
It's like having a tailor makeyou a custom suit for your
academic journey, so it's not aone size fits all approach.
Exactly it's about finding thespecific support that will be
most beneficial for you.
Speaker 2 (25:31):
And that's why having that initial conversation with
the Accessibility ServicesOffice is so crucial.
It's like a brainstormingsession where you can figure out
what specific accommodationswill help you level up your
learning game.
Speaker 1 (25:43):
Okay, so we've got the Accessibility Services for
academic help, but what aboutmore holistic support?
Is there anywhere else oncampus that students can turn to
?
Speaker 2 (25:52):
Absolutely Many universities have these amazing
disability support offices thatgo beyond just the academic
stuff.
Think of them as your allies.
Speaker 1 (26:00):
Okay.
Not just another bureaucratichurdle to jump through.
What kind of support do theseoffices typically offer?
Speaker 2 (26:06):
They often provide workshops on things like time
management Because, let's faceit, that's a challenge for
anyone in a doctorate program,right?
But they tailor these workshopsspecifically for students with
LDADHD, offering strategies thatreally work.
They might also have workshopson study skills, again geared
toward your unique learningstyle, and some even offer
(26:29):
social skills developmentworkshops, which can be really
helpful for navigating the oftencomplex social dynamics of
academia.
Speaker 1 (26:37):
Yeah, those social skills workshops sound
especially helpful Because,let's be real, group projects
can be a major source of stressfor anyone, but especially for
those who might struggle withthings like communication or
social anxiety.
Speaker 2 (26:48):
You're right, and the book highlights how these
workshops can help studentsdevelop the confidence and
skills to not only survive groupprojects but to actually thrive
in those collaborative settings.
Speaker 1 (27:00):
It's like giving you the tools to not just
participate but to actually leadand contribute your unique
strengths to those groupdynamics.
Speaker 2 (27:08):
Exactly.
And beyond those workshops,these disability support offices
often provide something evenmore valuable a sense of
community.
Speaker 1 (27:15):
That feeling of belonging, of knowing you're not
alone in this journey, can beso powerful right.
Speaker 2 (27:20):
It can be a game changer.
These offices often become ahub for students with LDADHD to
connect with others who trulyunderstand their experiences, to
share tips and strategies andto just feel seen and supported.
Speaker 1 (27:33):
Right.
It's like having a built-insupport group where you can
celebrate the wins together,commiserate over the challenges
and just know that you're notthe only one navigating this
unique path.
Speaker 2 (27:42):
Yeah, we talked about accessibility services and
disability support offices.
Okay, but there's another layerof support that can make a
world of difference, and that'smentorship.
We touched on this earlier, butI'm curious to hear more about
what makes mentorship so crucialfor someone with LDADHT who's
pursuing a doctorate.
Speaker 1 (27:59):
Yeah, it's all about having someone in your corner
who truly gets it, whounderstands the unique
challenges you're facing and whocan offer guidance and support
tailored to your specific needs.
Speaker 2 (28:11):
It's like having a personal guide through the often
confusing and overwhelmingworld of academia, Someone who
can help you navigate the system, advocate for yourself and stay
motivated when the going getstough.
Speaker 1 (28:23):
Right, and the book highlights several key benefits
of mentorship For students withLDA-DHD.
First, a good mentor canprovide guidance from someone
who's been there, who's maybeeven walked a similar path
themselves.
They can offer strategies andadvice based on their own lived
experiences which can beincredibly valuable.
Speaker 2 (28:41):
It's that insider knowledge that you just can't
get from a textbook or a website.
Speaker 1 (28:45):
Right.
It's like having a seasonedtraveler share their secret tips
for navigating a new city.
They know the shortcuts, thehidden gems and the pitfalls to
avoid.
Speaker 2 (28:53):
I love that analogy.
Speaker 1 (28:54):
So, beyond practical guidance, what else can a good
mentor offer?
Speaker 2 (28:59):
Well, they can be an incredible source of emotional
support.
Speaker 1 (29:01):
Okay.
Speaker 2 (29:02):
Doing a doctorate is stressful for anyone but for
those with LDADHD, there can bean added layer of pressure and
self-doubt.
Having a mentor who believes inyou, who encourages you to keep
going, who celebrates your wins, that can be incredibly
powerful fuel for stayingmotivated and resilient.
Speaker 1 (29:21):
Right.
It's like having your ownpersonal cheerleader in your
corner, reminding you of yourstrengths and helping you see
past those moments of self-doubt.
Speaker 2 (29:28):
Exactly and beyond emotional support, a good mentor
can also connect you withresources and networks that you
might not know about.
Speaker 1 (29:37):
Okay.
Speaker 2 (29:37):
Things like specialized study groups,
assistive technology, evenfunding opportunities
specifically for students withLDADHD.
Speaker 1 (29:45):
So they're not just a guide, they're a connector,
opening doors that you might noteven have known existed.
Speaker 2 (29:49):
Exactly.
Speaker 1 (29:50):
This is all starting to sound pretty amazing, but how
does someone actually find agood mentor?
Where do you even begin?
Speaker 2 (29:56):
That's a great question and thankfully, the
book provides some reallyhelpful tips on this.
It suggests starting byreaching out to faculty members
who have a reputation for beingsupportive of students with
learning disabilities.
Maybe they're involved withdisability services on campus or
they've incorporated adaptiveteaching methods into their
courses.
Speaker 1 (30:16):
So do your research, check out faculty profiles, talk
to other students and see whostands out as being truly
committed to creating aninclusive and supportive
learning environment.
Speaker 2 (30:27):
Exactly, and don't be afraid to reach out to
professors who are doingresearch in an area you're
passionate about, even if youhaven't taken their class yet.
Okay, that shared intellectualinterest can be a great
foundation for a strongmentor-mentee relationship.
Speaker 1 (30:40):
Right, it's like saying, hey, I'm really
fascinated by your work and I'dlove to learn more about how you
approach research in this field.
Who knows, that initialconversation could spark a
connection.
Speaker 2 (30:50):
Absolutely.
Speaker 1 (30:50):
That blossoms into a rewarding mentorship.
Speaker 2 (30:53):
Now, if your university doesn't have a formal
mentorship program, are thereother avenues for finding a
mentor?
Speaker 1 (30:59):
Right.
What if you're at a smallerschool?
Speaker 2 (31:01):
Absolutely.
The book suggests exploringonline communities and support
groups.
These digital spaces can beincredible resources for
connecting with people whounderstand your experiences and
can offer guidance and support.
Speaker 1 (31:14):
It's amazing how technology can connect us with
people who share similarchallenges and can offer
encouragement and advice basedon their own lived experiences.
Speaker 2 (31:24):
It really is, and many of these online communities
have mentorship programs or canconnect you with individuals
who are willing to share theirexpertise and guidance so, even
if you're feeling isolated orlike you're the only one
navigating these challenges,remember that there's a whole
community out there ready tosupport you.
Speaker 1 (31:42):
You just have to reach out and connect now, let's
say you found a potentialmentor.
Speaker 2 (31:47):
How do you know if they're a good fit for you?
Speaker 1 (31:49):
yeah, what are some key things to look for?
Speaker 2 (31:51):
The book emphasizes the importance of finding
someone who you feel comfortablebeing open and honest with.
Speaker 1 (31:57):
Right Someone who?
Speaker 2 (31:58):
truly listens and understands your needs.
It's about more than justcredentials or expertise.
It's about that personalconnection, that feeling of
being truly seen and supported.
Speaker 1 (32:09):
Right, it's like finding a therapist for your
academic journey.
Speaker 2 (32:12):
Exactly.
Speaker 1 (32:12):
Someone who you can trust, confide in and who gets
where you're coming from.
Speaker 2 (32:16):
And it's also important to find someone.
Speaker 1 (32:18):
Yeah.
Speaker 2 (32:18):
Who you respect and admire, whose career path or
research inspires you.
Speaker 1 (32:23):
Right.
Speaker 2 (32:23):
Having that role model, who's also in your corner
, can be incredibly motivating.
It's like having a living,breathing example of what's
possible, a reminder that youcan achieve your dreams even
with the added layer of LDADHD.
Speaker 1 (32:39):
It's like having your own personal superhero guiding
you along the way.
Speaker 2 (32:42):
Okay, we've suffered a lot of ground on support
systems, from accessibilityservices to disability support
offices to the power ofmentorship, but there's one more
crucial element that we need toaddress, and that's mental
health and self-care.
Speaker 1 (32:56):
Right, we've touched on this a bit throughout our
deep dive, but it's so important, especially for doctoral
students with LDADHD, that itreally deserves its own
spotlight.
Speaker 2 (33:04):
You're so right.
It's like we've been equippingourselves with all the best gear
and mapping out the terrain forthis doctoral journey, but we
can't forget about the mostimportant element the well-being
of the traveler.
Speaker 1 (33:16):
Right, and the book really emphasizes that taking
care of your mental andemotional health isn't a luxury,
it's a necessity.
Speaker 2 (33:23):
Yeah, it's like putting on your oxygen mask
first before helping others.
You can't pour from an emptycup.
Speaker 1 (33:28):
And let's be honest, a doctorate is a marathon, not a
sprint.
No-transcript.
(34:00):
What are some of the keytakeaways for doctoral students
with LDADHD who are juggling thedemands of research coursework
teaching and everything elsethat comes with this path of
research coursework teaching?
Speaker 2 (34:11):
and everything else that comes with this path, what
starts by reframing self-care asan essential ingredient for
success, not a luxury or a signof weakness.
It's about recognizing that youcan't perform at your best if
you're running on empty, andthat prioritizing your mental
and emotional well-being is justas important as meeting those
deadlines and achieving thoseacademic milestones.
Speaker 1 (34:32):
Right, it's about creating a sustainable approach
to this journey, one that allowsyou to Just as important as
meeting those deadlines andachieving those academic
milestones.
Right, it's about creating asustainable approach to this
journey, one that allows you tothrive, not just survive Exactly
.
But I imagine a lot of doctoralstudents are rolling their eyes
right now thinking, yeah right,self-care sounds great in
theory, but I barely have timeto eat, let alone meditate or go
for a run.
Speaker 2 (34:48):
I hear you we're all busy.
Yeah, and it's easy to letself-care slip to the bottom of
the priority list, but the bookemphasizes that it's not about
adding more to your alreadyoverflowing to-do list.
Speaker 1 (34:59):
Okay.
Speaker 2 (34:59):
It's about making small but meaningful changes to
your routine, the kind of tweaksthat can have a ripple effect
on your overall well-being.
Speaker 1 (35:07):
So give us some examples.
What are some practical,actionable things that doctoral
students with LDADHD can do toprioritize self-care without
feeling like they're sacrificingtheir precious time or
productivity?
Because I know I'm alwayslooking for those time-saving
acts.
Speaker 2 (35:21):
One simple but powerful strategy is
incorporating short mindfulnessbreaks into your study sessions.
Speaker 1 (35:27):
Okay.
Speaker 2 (35:28):
Even just a few minutes of deep breathing or
stretching can help reducestress, clear your mind and
improve focus.
Speaker 1 (35:35):
I love those mini meditation apps that guide you
through a quick breathingexercise or a body scan.
Yeah, it's amazing how just afew minutes of focused attention
on your breath or your body canshift your whole energy.
Speaker 2 (35:48):
Exactly, it's like hitting the reset button on your
nervous system.
Ugh.
And another key element ofself-care that's often neglected
is getting enough sleep.
Speaker 1 (35:56):
Oh, yeah, tell me about it.
Speaker 2 (35:57):
I know it's easier said than done when you're
juggling a million things anddeadlines are looming, but even
small improvements to your sleephygiene can make a world of
difference.
Speaker 1 (36:06):
Yeah, I'm definitely guilty of burning the midnight
oil, but I know that when Iprioritize sleep, I'm so much
more focused and productive thenext day.
Speaker 2 (36:16):
Right, it's like recharging your battery so you
can function at your best, andthe book offers some practical
tips for improving your sleephygiene.
Speaker 1 (36:23):
Okay.
Speaker 2 (36:23):
It might be establishing a regular bedtime
routine, signaling to your bodythat it's time to wind down,
creating a relaxing sleepenvironment Think cozy blankets,
blackout curtains, white noiseand avoiding caffeine or alcohol
before bed, those sneaky sleepdisruptors.
Speaker 1 (36:42):
Okay, those are all good tips.
I'm definitely going to trythat blackout curtain trick.
I'm a super light sleeper, soany little bit of light can keep
me awake.
Speaker 2 (36:49):
It can make a big difference.
Speaker 1 (36:50):
Yeah.
Speaker 2 (36:51):
And beyond sleep.
The book also talks about theimportance of exercise.
Speaker 1 (36:54):
Oh yeah.
Speaker 2 (36:55):
Not just for physical health, but for reducing stress
, boosting your mood andimproving mental clarity.
Speaker 1 (37:01):
Right, I know exercise can be a tough sell for
some people, especially if youhave negative associations with
it from gym class or you're notnaturally athletic.
What does the book say aboutfinding the motivation to move
when you're already feelingoverwhelmed and exhausted?
Speaker 2 (37:15):
It all comes down to finding activities that you
genuinely enjoy, things thatenergize you, not drain you.
Forget about those gruelingworkouts or trying to force
yourself into an exerciseroutine that you dread.
Think about what brings you joy, what makes you feel alive.
It might be dancing, hiking,swimming, biking, anything that
(37:35):
gets your body moving andreleases those feel-good
endorphins.
Speaker 1 (37:39):
I love that reframing .
It's not about punishment orobligation.
It's about finding thoseactivities that make you feel
good, both physically andmentally.
Exactly, and even short burstsof movement throughout the day
can make a difference right.
Speaker 2 (37:50):
Absolutely.
Take the stairs instead of theelevator, walk or bike to campus
instead of driving, or just getup and stretch every hour or so
.
These small changes can add upto big improvements in your
energy levels and overallwell-being.
Speaker 1 (38:03):
Right.
It's like sneaking in thosehealthy habits throughout your
day rather than trying tooverhaul your entire routine.
Now, what about when thoseself-care strategies aren't
enough?
What happens when you'refeeling really overwhelmed,
stressed, anxious or evendepressed?
That's when it's crucial toreach out for professional help
or even depressed.
Speaker 2 (38:18):
That's when it's crucial to reach out for
professional help.
Many universities offercounseling services specifically
for students, and the bookstrongly encourages you to take
advantage of these resources.
Right Talking to a therapistcan equip you with valuable
coping mechanisms and strategiesfor managing stress, anxiety or
any other mental healthchallenges you might be facing.
Speaker 1 (38:39):
It's like having a coach for your mental health,
someone who can help younavigate those tough times and
build the resilience you need tothrive in this demanding
environment.
Speaker 2 (38:48):
Exactly, and there's still so much stigma around
mental health, so I can imagineit might feel difficult to take
that step of reaching out forhelp.
Speaker 1 (38:55):
Yeah, absolutely.
Speaker 2 (38:57):
What does the book say about overcoming that stigma
?
It emphasizes that asking forhelp is a sign of strength, not
weakness.
It's about recognizing that youdon't have to go through this
alone and that seeking supportis a smart and courageous choice
.
And remember, you're not alonein this.
Many doctoral students, eventhose without LDADHD, experience
anxiety, stress and evendepression during their studies.
(39:19):
It's a challenging journey andit's okay to ask for help along
the way.
Speaker 1 (39:23):
And beyond counseling services, are there other
resources that the bookrecommends exploring?
Speaker 2 (39:28):
Definitely.
The book suggests checking outsupport groups or online forums
where you can connect with otherdoctoral students who are going
through similar experiences.
These communities can provide asense of belonging, shared
understanding and encouragement.
Knowing you're not alone inthis can make a world of
difference.
Speaker 1 (39:45):
Right, it's all about building that network of
support, both on campus andonline, and remember those
disability support offices wetalked about earlier often have
social events or groupsspecifically for students with
LDADHD.
Speaker 2 (39:58):
That's a great point.
Those can be fantasticopportunities to connect with
peers who truly understand yourexperiences and to share tips
and strategies for navigatingthe unique challenges of a
doctoral journey.
Speaker 1 (40:08):
Now, all this talk about challenges and support
systems might have somelisteners feeling a bit
overwhelmed, especially ifthey're just starting out on
their doctoral path.
So, to wrap up our deep dive, Ithink it's time for a dose of
inspiration.
I agree, the book is filledwith incredible stories of
individuals who not onlycompleted their doctorates while
dealing with LDADHD, but whoare now thriving in their chosen
(40:30):
fields.
Speaker 2 (40:31):
You're so right.
Those stories are a powerfulreminder that this journey is
not only possible, but that itcan lead to incredible
fulfillment and success.
They're like beacons of hope,illuminating the path for others
to follow.
Speaker 1 (40:43):
So tell us about some of these amazing individuals
who are the rock stars featuredin the book.
Speaker 2 (40:49):
One story that really stood out to me is about a
woman named Sarah, who earnedher PhD in educational
psychology, a field wherereading and writing are
absolutely essential.
Speaker 1 (40:59):
Wow.
Speaker 2 (41:00):
Despite struggling with dyslexia her whole life.
Speaker 1 (41:02):
That's incredible.
It's like defying the odds,proving that those learning
differences don't have to defineyour limits.
How did she do it?
What strategies did she use toovercome those challenges?
Speaker 2 (41:12):
Well.
The book talks about how shedeveloped incredibly strong
organizational skills tocompensate for her dyslexia.
She broke down her workloadinto manageable chunks, used
color coding systems to keeptrack of her notes and research,
and relied heavily on digitaltools like text-to-speech
software to help her process.
(41:32):
Written information.
Speaker 1 (41:33):
It's like she hacked her own learning process,
figuring out what worked bestfor her and then maximizing
those strategies to achieve hergoals.
Speaker 2 (41:40):
Exactly.
And she didn't just keep thosestrategies to herself.
She became an advocate forother students with learning
disabilities, sharing her tipsand even teaching workshops on
study skills tailored fordiverse learners.
Speaker 1 (41:53):
I love that.
It's like she took herchallenge and turned it into a
superpower, not just for herself, but for others as well.
Speaker 2 (41:58):
Absolutely.
Another inspiring story isabout a guy named Daniel who has
ADHD.
Okay, he found traditionallectures and reading incredibly
difficult.
His mind would wander, he'd getrestless and he struggled to
retain information.
Speaker 1 (42:11):
Oh, I can totally relate to that.
I'm a fidgeter myself and Iknow how hard it can be to stay
focused when your brain feelslike it's in overdrive.
So what strategies worked forDaniel?
How did he find his way through?
Speaker 2 (42:22):
that Well, he discovered that he needed to
incorporate movement into hisstudy routine to stay engaged.
Speaker 1 (42:28):
Okay.
Speaker 2 (42:28):
He would listen to lectures while walking or
exercising, and he'd takefrequent breaks to stretch or
just move around.
Speaker 1 (42:34):
It's like he figured out how to hack his ADHD to work
for him, not against him.
Speaker 2 (42:38):
Exactly, and he also became a vocal advocate for
mental health awareness inacademia, speaking openly about
his own experiences andencouraging others to prioritize
self-care and to break thestigma around mental health
challenges which can be soprevalent in these high-pressure
environments.
Speaker 1 (42:54):
These stories are so inspiring.
They show that there's noone-size-fits-all solution.
It's all about embracing yourunique learning style and
finding what works best for you.
So, as we wrap up our deep dive, what's the biggest takeaway
from all these success stories?
What's the common thread thatruns through them all?
Speaker 2 (43:10):
The common thread is that earning a doctorate with
LDA-DHD is challenging butabsolutely achievable.
It takes hard work, dedication,resilience and a willingness to
advocate for yourself, but it'spossible, and the book provides
a roadmap for how to do it,equipping you with the mindset,
the strategies, the resourcesand the inspiration to turn your
(43:33):
dream into a reality.
Speaker 1 (43:35):
It's like we've been on this incredible journey
together, exploring the terrain,gathering the tools and
connecting with the guides whocan help us reach the summit.
Speaker 2 (43:43):
And remember, you're not alone on this path.
There's a whole community ofsupport out there, from
accessibility services todisability support offices, to
mentors who've walked a similarpath, to online communities and
support groups.
Speaker 1 (43:54):
So if you're feeling lost, discouraged or overwhelmed
, remember those success stories, Remember the resources
available to you and reach outfor help.
You've got this.
Speaker 2 (44:02):
And one last thought before we sign off.
If you could wave a magic wandand create one new tool or
resource to help doctoralstudents with LDADHD, what would
it be?
Speaker 1 (44:12):
Oh, that's a great question.
I think I would create acomprehensive online platform
that brings together all thebest elements we've discussed
today.
It would have personalizedlearning assessments to help you
pinpoint your strengths andchallenges, a database of
assistive technologies and studystrategies tailored for diverse
learners, a mentorship matchingsystem to connect you with
(44:33):
someone who gets it, and avibrant online community where
you could connect with otherstudents, share tips and find
support.
Speaker 2 (44:39):
That's brilliant.
It's like a one-stop shop foreverything you need to thrive in
a doctoral program customizedspecifically for those with
LDA-DHD, and it would beconstantly updated with the
latest research and resources,so students would always have
access to the most effectivetools and strategies.
Speaker 1 (44:54):
Right, I love it.
Well, we've reached the end ofour deep dive, but I hope this
is just the beginning of yourjourney toward achieving your
doctoral dreams.
Speaker 2 (45:01):
Thanks for joining us on this incredible exploration.
We've covered a lot of ground,but remember, the most important
journey is the one you takewithin yourself.
Keep learning, keep growing andkeep breaking those barriers.
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