Ongoing projects
ADHD group for students
The working group Psychology for Inclusive Education offers an ADHD group for students as part of an intervention research project. Around 8 students with AD(H)D meet in the ADHD group with psychological group leaders. In 8 weekly group meetings of 90 minutes each, there is a joint exchange and reflection on the topics of difficulties and resources in AD(H)D, associated learning difficulties and strategies as well as emotional and social stress. Data on psychological well-being and study success is collected from all participants at three measurement points, which is analysed anonymously in order to be able to research the effectiveness of the ADHD group. The ADHD group is part of the AD(H)D through Studies (MAdS)’ project, which is funded by the European Social Fund.
Link: https://www.uni-potsdam.de/de/studium/beratung/psychologische-beratung/mads
If you are interested in the ADHD group: students - with or without an existing AD(H)D diagnosis - can contact Dr. Pauline Holmer by email adhs-gruppe@uni-potsdam.de and are asked to include their telephone number.
"Evidence-based measures to compensate for disadvantages in ADHD (EMNA)"
Pupils with attention deficit/hyperactivity disorder (ADHD) are often inattentive, more so than their peers, and many are also very active and impulsive. As a result, they sometimes find it difficult to participate in lessons and develop their diverse potential. The German Social Code provides for a legal entitlement to "compensation for disadvantages" for "people with disabilities", which can also be applied to pupils with ADHD. Compensation for disadvantages includes various measures that are intended to facilitate access to learning subjects and adapt examination situations to individual needs. The aim is not to make the tasks easier, but to design them with the same level of difficulty so that everyone has a fair chance to show their performance.
What specifically helps whom varies and must be tried out individually. The most frequently implemented measure to compensate for disadvantages is an extension of the processing time for tasks and examinations. However, this does not help most pupils with ADHD, as they have difficulties structuring their work process and regulating themselves. The EMNA project has therefore collected measures for compensating for disadvantages in ADHD at school that are both scientifically evidence-based and have been tried and tested by experts with practical experience (teachers, therapists, people with ADHD) and are assessed as effective and feasible. The result is a flyer that can be downloaded here:
Supported by excellence funds from the Transfer Fund of the University of Hamburg.
Project group: Prof. Dr. Timo Hennig (University of Potsdam), Rieke Schröder (born Köpke), Charlotte Motherby, Dr. Marie-Luise Schütt (University of Hamburg), Illustrations & flyer design: Lena Dirscherl, www.lenadirscherl.com
Unterstützt durch Exzellenzmittel des Transferfonds der Universität Hamburg.