Adult Braces – A Guide To Getting Braces As An Adult

Making the decision to wear braces when you are an adult can be daunting. Most people are used to seeing adolescents with braces but adult braces patients are still far less common to encounter. Many adult braces patients therefore get nervous about the reaction of other adults to their decision to wear braces.Many adults who did not have the opportunity to wear braces as a child make the decision to improve their teeth as an adult. Many adults also have teeth that have relapsed from previous orthodontic work and now need retreating. Other adult patients simply find that their teeth have moved with age, or that they start to experience tooth and jaw problems as a result of orthodontic issues.In the past the only option when it came to orthodontics was wearing traditional metal braces, an option that many adult patients find unpalatable. In recent years however lots of alternatives to metal braces have become available. There are now a multitude of other options including lingual braces, ceramic braces, clear fixed braces and Damon braces.There have also been scientific developments that have allowed the creation of invisible or clear braces. These braces are much less visible than traditional braces as they are made from a transparent plastic that fits very tightly over the teeth and has no need for any wires or other visible material. These new types of braces, an example of which are Invisalign, are also able to be removed by the patient for short periods if necessary. This means that there is less social embarrassment as the braces can be removed for times such as a job interview or first date.Adult patient treatment time can be longer than that for adolescents as teeth tend to be more firmly fixed in the mouth. However the vast majority of patients find that their improved self confidence and looks are more than worth the time spent in treatment.Adult patients also tend to be more compliant with their treatment than patients who are still teenagers. This means that their oral hygiene may be better and also in the case of a removable appliance that they are more likely to wear it for the appropriate amount of time required to achieve a good result.Although wearing braces as an adult is not a minor undertaking it is one that in general results in a great deal of satisfaction for the patient.

How to Be a Successful Adult Student – Overview of Four Classroom Skills

Having made a decision to be an adult student, there are some classroom skills of which you need to make sure you have a working mastery. In high school, you could get by without really getting a complete grasp of these skills, but this is no longer true when you become an adult learner. These skills include taking notes, taking tests, listening, and participating.In secondary school, the instructors are very forgiving. They know the students have not had a full course of training in these skills; towards the end of your high school career, the teachers make noises about the necessity of having these skills, but by then most students have learned to ignore such talk. However, an instructor of adults makes the assumption that you have these skills; otherwise, you would not have agreed to be a student in the adult education world.All of these skills can be acquired; there are many resources available to teach these skills. Unfortunately, you must go and get these skills; no one will come and give them to you automatically. Many adult schools, recognizing that grade school has not taught these skills, have a course for entering students to teach these skills. Once this course is done, the instructors then assume that the student has the skills, and they, the instructors, move forward without covering these skills again. This means that the instructors move much faster in adult education than they do in secondary education, for after all, the students have been taught the skills to keep up. Unfortunately, many students treat the introductory course like a high school course, ignoring much of what is covered, and then the student is caught in a bind, not having the skills to make proper use of the adult courses in which they are participating.Taking NotesTaking notes, in adult education, does not consist of simply writing down whatever the instructor says. First, the instructor is probably moving too fast for a student to be able to write down everything, and second, the instructor often does not distinguish between main points and explanatory material. When taking notes, the students must move fast enough to keep up with the instructor, move precisely enough to distinguish between points and explanations, and move efficiently enough to have the notes usable after the class is over.The point of the notes is not to memorize the material presented in the class. First, the material covered is typically in the textbook provided by the course, so it can be reread there in the book. Second, the instructor is not trying to present concepts that are completely new, for he has made the assumption that the student has read the book. No, what the instructor is doing in class is providing details and examples to explain the concept to which the textbook introduces the student. Therefore, the notes should be also about in depth details and understanding examples. The student notes should be clearly structured to differentiate between explanations and examples. This allows the notes to be useful outside of class, as well as providing the student with a source of questions for clarification.Taking TestsThe tests of adult education are often not the main component of the course grade; instead, the tests are to allow the instructor to determine which students are maintaining the pace of the class and which students are not. Memorization usually has little or no meaning; instead, the test consists of examples and problems where the student can exhibit their understanding of the material. Therefore, unlike high school, memorizing material is not very helpful to an adult student.Instead, the student should prepare for tests by doing problems. Understanding the problems from both the textbook and the lecture is much more important than being able to spout forth a word perfect definition. The test is about doing, not regurgitating (or at least it should be). The student needs to practice and be relaxed, rather than review details and be nervous. Taking tests is as much about how the student approaches the problem as it about getting the one right answer. In many cases, there is no one right answer, or if there is one answer, there are multiple ways of determining the answer.When taking tests, the student should know their target for that test, and should focus on getting the material needed to reach that target. Once that has been acquired, the student should cease to focus on the test and focus on themselves. Only then can they use the material they have gathered most effectively.ListeningMany times students do not listen to the instructor; instead, they hear what they expect to hear, even if the instructor is saying something completely different. In high school, the teachers do at least some effort to clear up these potential communication errors. In adult education, it is the responsibility of the student to assure that what they heard is what the instructor said. That is why listening becomes such an important skill.Listening requires that you are properly prepared, that you pay adequate attention, and that you review your notes and thoughts after class; all this work is to make sure you have heard what the instructor has said. The instructor will hold the adult student responsible, and the student is left with the necessity of satisfying that expectation.ParticipationIn high school, simply attending class was often adequate participation; in adult education, participation must be more active. Once the responsibility of understanding moves from the teacher (as in high school) to the student (adult education), passive participation is rarely enough to ensure adequate communication. The student needs to ask questions, restate ideas, and explore possibilities, for the teacher is expecting the student to provide the initiative. While a student might passively attend class, they will not achieve proper learning without active participation.Learnable SkillsAll these skills, and other discussed elsewhere in this series, are learnable by any student. Once a person has decided to become an adult student, learning these skills is a necessary action to achieve a successful completion of the program of study. Not everything has to be learned immediately, but a student who is committed to their success as an adult student will start working on these skills, and the sooner the better. Most instructors, if approached by a student, will be glad to guide and mentor students, but the initiative must come from the student. After all, it is their success at stake.

The Real ADHD Symptoms in Adults

When discussing Attention Deficit Hyperactivity Disorder (ADHD) in adults, it is important to remember that symptoms exhibit themselves differently in children and adults. The disorder typically manifests itself more subtly in adults, making diagnosis and treatment relatively rare. One marker of ADHD in adults, however, is the widely accepted understanding that it cannot develop in adults.Researchers now know that approximately 60% of children with ADHD will carry their symptoms into adulthood. In the United States, fully 4% of the adult population, some 8 million people, suffer to some extent from the symptoms of ADHD. Of those who do continue to have symptoms into adulthood, approximately half will be significantly troubled by them. Unfortunately, many children with ADHD are not diagnosed. When symptoms appear in previously undiagnosed adults, they can be bewildered and perplexed by their own actions and moods, often blaming themselves for their perceived inadequacies and limitations.The causes of ADHD are not well understood. Current research suggests that both genes and environmental issues, such as alcohol and tobacco use during pregnancy, each have their role to play. Mention ADHD in children and the image that most frequently comes to mind is that of the hyperactive kid bouncing off the walls. As the child reaches adulthood, that type of behavior subsides a bit. It is replaced, however, by other, more difficult to discern symptoms. The young adult is faced with new obligations and responsibilities. Life makes new demands, requiring a juggling act to keep all the balls in the air. This is difficult for everyone. We all feel overwhelmed from time to time, but someone with adult ADHD finds it challenging most of the time, and frequently impossible.ADHD symptoms in adults are generally divided into three categories – distractibility, impulsivity, and hyperactivity. Distractibility is defined as the inability to focus on a project or task for a significant amount of time. Impulsivity is defined as the inability to control immediate reactions. Hyperactivity is defined as fidgeting and restlessness, and an inability to sit still.Distractibility is generally thought to be the least bothersome of the three broad categories of symptoms, at least outwardly. Adults who suffer from them, however, can find them quite disruptive. Those who exhibit symptoms in this category may:• find it challenging to focus on everyday tasks
• find completely irrelevant sights and sounds distracting
• careen from one task to another and are bored easily
• lack focus, leading to lack of attention to detail
• are chronically late
• lack organizational skills
• find it difficult or troublesome to begin or finish tasks
• forget deadlines, appointments and commitments frequently
• procrastinate
• misplace or lose things, such as keys, constantly
• struggle to complete even simple projects
• fail to reasonably estimate the time necessary to complete a projectImpulsivity issues can be quite troubling for an adult with ADHD. They frequently have difficulty maintaining control over their comments, reactions, and behavior. They’ll typically act or speak without thinking. They’ll react without considering the consequences of their actions. Such behavior can lead them into risky situations. At work, they’ll rush into a project without reading the directions, often leading to errors and only partial completion of the task.Emotional issues can also arise from impulsivity. Adults with impulsivity issues may find it difficult to control emotions. Feelings of anger and frustration are often a particular challenge for the adult with ADHD.Those adults who manifest symptoms in this category may:• behave inappropriately in social situations
• be addicted or have addictive tendencies
• rush into situations without giving any thought to the consequences
• often have poor self-control
• make comments, even when rude or questionable
• interrupt or talk over someone else
• be moody and irritable
• be unable to handle criticism
• have explosive bouts of anger which are quickly forgotten
• have low self-esteem
• lack motivation
• be unable to deal with frustration
• have a sense of underachievementHyperactivity in adults may express itself in ways similar to its appearance in children. The adult may be in perpetual motion, overly energetic and constantly on the move. However, as mentioned above, the symptoms are usually more subtle in adults. People who exhibit symptoms of hyperactivity may:• feel inwardly restless and agitated
• be risk takers
• bore easily
• fidget constantly
• have a need for excitement
• talk far too muchSymptoms of hyperactivity occur far less in adults than they do in children. It is important to note, however, that adults who have one or more symptoms of impulsivity or distractibility may still have ADHD, even if they are not hyperactive. Unlike its role in childhood ADHD, where it appears to be a frequent indicator, it is not necessary to be hyperactive to suffer from adult ADHD.