Speaker 2: Therapist

Speaker 2: Hi Jing Yi.

Hello, can you hear me? 

Speaker 1: Yes, hi. I can hear you. 

Speaker 2: Ah, OK is it OK if I address you as Jing Yi? 

Speaker 1: Yeah, that's fine. 

Speaker 2: My name is Sheryl. I'm an occupational therapist. So today, we're here to talk about some of the problems you might have. So I just want to get to know you a bit better and then we can partner together to find, to see how we can address some of the occupation or the some of the problems you may have and then try our best to work something out that can make your life better. 

Speaker 1:OK yeah sounds good. 

Speaker 2: OK, so maybe we can start with sharing with me what are some of the things that are bothering you in your life?

Speaker 1: because I'm a student right now, so I think my time management skill is not very good. I find that during the exam period I rush a lot. I sleep very late and I will not have enough sleep then I get very tired in school. So it's a snowball effect there. I don't have enough energy during class. 

Speaker 2: Ah, OK. So it's kind of you feel like you cannot manage your time properly because there are a lot of things going on, right. And then as a result, you have less energy in the morning in the daytime when you have to attend school. 

Speaker 1: Correct. 

Speaker 2: OK so maybe that's the main problem that you see in your life right now. 

Speaker 1: In my school life, yes, I think that will be the main problem that I'm facing time management. 

Speaker 2: OK, so that is something you would like for us to work on? So could you provide some more details about the situation right now so that we can understand better like maybe you can go through like a typical day for you regarding how you study and go to school. 

Speaker 1: OK, so my daily routine will be. 

Then I wake up about 6:30, then I'll prepare for school. I'll eat breakfast, then I'll do. I'll shower, then I will leave house around 7:45. And I'll take the MRT to school. Then I’ll reach class, usually about 5 minutes earlier or on time. After that there might be a whole day of school or like half day of school. If it’s a half day of school then I’ll return home. Then I will rest a little bit. Then I will open up my laptop and try and study, but usually I get distracted so I end up browsing the web instead or or if I study for about 5 minutes then I look at my phone for 15 minutes. Yeah. And and after that, I will take my dog for a walk. They will have dinner and usually by the end of the day, it will be for resting and relaxing. So I will watch TV and scroll through our phone. Then after we go to sleep at about 1130, sometimes 12. 

Speaker 2: OK, so which part of this routine do you feel is problematic for you? 

Speaker 1: Definitely the studying part. So I procrastinate a lot. Then I don't manage my time wisely. I try as much as possible to maybe study for longer period instead of 5 minutes, maybe 20 minutes. Then I'll use my phone for maybe about 10 minutes. I've been trying, but sometimes yeah. 

Speaker 2: OK. So it sounds like you feel like you dedicate some time to study, but you feel that time is not productive and it's not as well spent as you would like it to be. Correct? 

Just now you mentioned that there are sometimes you try to study for like 20 minutes and then you look at your phone. 

Speaker 2: Maybe can we zoom in into those kind of instances where you're successful in sustaining your attention in studying what kind of factors do you think help you in sustaining your attention? 

Speaker 1: Definitely the topic. If you're interested in that topic, then yeah, I I think it might sustain my attention the longer than than usual. And sometimes if I don't have my phone with me, then I will get so distracted. But. 

I mean, yes, I study on the laptop so I still can browse web and stuff like that, but I try to be a bit more conscious about not opening up other tests. 

Speaker 2: OK, so you've shared that you identified that trying to limit the number of distractions you have access to could work for you. Correct?

And so how else do you think you can limit the number of these distractions around? 

Speaker 1: Maybe I will have to download like an app that can block the browsers and stuff like. 

I think there's an app that can do that, then they will have a timer where you can block the webs for browsing other stuff and maybe I will need to put my phone away, so maybe keep it in the living room instead of having it with me on the desk so I don't check the notifications that are popping up on my phone all the time. 

Speaker 2: Yeah, those sound like good ideas. How confident are you there? I mean, are you OK with trying out these measures? 

Speaker 1: Yeah, definitely. 

Speaker 2: We think they are workable for you. So on a scale of like one to 10, how confident are you in implementing all these measures in the following in your next study session? 

Speaker 1: Maybe 5? 

Speaker 2: 5, OK. Why?

Speaker 1: I think even if I download the app and stuff like that, I may get distracted by other things. 

Speaker 2: Oh. Such as?

Speaker 1: My own thoughts. 

Speaker 2: Ohh, OK. So what do you think may help you to get from like 5 confidence level to 6. 

Speaker 1: Maybe I can change my environment so that it's quieter and yeah it can. Maybe I will get a separate room from my husband so that he doesn't distract me when I'm studying.

Speaker 2: So creating a quieter and conducive environment to facilitate your studying. As in to help you concentrate better. Correct?

Speaker 1: Yes. 

Speaker 2: So yeah. You feel comfortable in carrying out, trying out all these measures?

Speaker 1: Yeah

Speaker 2: Perhaps we can try it out in the next study session and during our next meeting, we can evaluate whether this plan works for you or maybe we can explore other plans if it's not effective. 

Speaker 1: OK. Thank you for your help. I will try to implement the strategies and keep you updated. 

Speaker 2: OK. Thank you very much. If any point of time you have any questions, you can just contact me as well. I will try my best to address it. Thank you. 

Speaker 1: Ok, thanks. See you. Bye. 

Speaker 2: See you. Bye bye.