Psychological Counseling for Students

A few people feel only mild nervousness at the thought of the upcoming exam. This, too, could already be described as a sign of anxiety. For most people, the anxiety and uncertainty are more pronounced; for example, trembling, a racing heart, sweating, weak knees, muscle tension, and a queasy feeling in the stomach—even leading to nausea, stomach cramps, and diarrhea—are typical physical symptoms of anxiety. Added to this are thoughts of failing the exam. This can lead to sleep disturbances, exhaustion, and panic attacks, which significantly impair performance both during the preparation phase and during the exam itself.

Despite their anxiety, most students manage to get through their exams on their own or with the help of friends and family. For very few students is the anxiety so severe that taking the exam becomes impossible. 

When is it a good idea to seek help?

• Concentration and performance are already significantly impaired during the preparation phase due to anxiety and its effects.
• Performance during the exam is severely impaired due to anxiety, and this can be compounded by memory lapses.
• Exams are canceled due to anxiety, or students do not even register for them in the first place.
• There is excessive psychological distress related to the anxiety.

Exam anxiety can also occur in conjunction with other anxiety disorders requiring treatment, such as phobias, social anxiety, and other mental health issues. 

Students who would like professional help in dealing with exam anxiety can contact the Psychological Counseling Service. The Psychological Counseling Service is free, confidential, and accessible to all students without red tape. Furthermore, all licensed psychotherapists are, of course, competent points of contact.

In fact, it doesn’t make sense to try to eliminate fear altogether; rather, it’s better to use it purposefully or reduce it to a healthy level. Trying to get rid of fear would mean repressing it or dealing with a topic that leaves you indifferent. Fear is definitely a meaningful emotion that can be used productively. There are many tips and tricks for better managing nervousness and stage fright, which are listed below—though this list is by no means exhaustive—and which we consider helpful based on our experience working with students.
Don’t try to implement them all at once! It makes more sense to consistently apply one tip than to half-heartedly try many. You can prevent test anxiety by paying attention to certain factors.

In everyday life:

• Your body and mind need breaks from studying, so give yourself plenty of free time and enjoy life. Allow yourself to do things that make you feel good. Ideally, your free time should include a free weekend or two days without school or work. We recommend setting aside at least one day a week solely for leisure activities.
• Learn relaxation techniques (e.g., progressive muscle relaxation, autogenic training, yoga, meditation, etc.). These help reduce anxiety. Breathing exercises are particularly suitable, easy to learn, and can be done anywhere (see workshop offerings).
• Before the exam, plan all the fun things you want to do afterward. This boosts your motivation and stamina.

Exam Situation:

• If possible, attend courses taught by the examiner. If you feel comfortable doing so, contact the examiner in advance, get to know him or her, and, if necessary, address your concerns specifically.
• Obtain the examination regulations and clarify the exam requirements in detail.
• Also clarify the options and conditions for an extension of the exam deadline.
• Thorough preparation of the material can help prevent anxiety.
• Study with others and quiz each other. Simulating the exam situation helps reduce anxiety, so try to follow the exam format as closely as possible.
• Study with a plan. Carefully allocate your time, study material, and mental energy. This prevents burnout, preserves your zest for life, and increases your chances of success in both studying and the exam.
• Don’t study the day before or on the day of the exam; instead, do something enjoyable and relaxing for yourself.

Mental Attitude (Before and During the Exam):

• Remember that “nobody is perfect” and that making mistakes is only human.
• Allow yourself to be nervous. Although nervousness may initially feel unpleasant and disruptive, it shows that the exam is important to you. Try not to let your fears get the better of you.
• Talk to people you trust about your feelings, and seek professional help if necessary (e.g., through the university’s psychological counseling services).

During the exam:

• Read the questions carefully, and don’t hesitate to ask for clarification if you don’t understand a question.
• Skip any topics or questions at first where you don’t have the answer ready.
• Remember to breathe.

After the exam:

 

• If you think your grade is unfairly low, don’t hesitate to speak with the examiner and request a review.
• Don’t start studying for the next exam on the day of the exam! That will only lead to frustration.
• Do something fun after the exam and celebrate that you’ve finished it. 

There are a number of books and articles on study skills. To save you from having to wade through them all, we’ve summarized the most important information. This is not an exhaustive list of study skills. If you’d like more detailed information about study skills and/or would like help creating a study plan, please feel free to contact the psychological counseling service.

Study Habits and Their Importance for Academic Success

Attitude Toward Learning

Our attitude toward a topic or situation has a major impact on how we perceive it and, consequently, how we deal with it. Our learning experiences and the expectations others place on us shape our inner beliefs; in addition to attitudes that hinder learning, there are also those that promote it, making it easier for you to achieve better results.  

Supportive Learning Attitudes:

• View your studies as a manageable challenge that you actively engage with
• Set realistic goals and remind yourself of past successes to boost your self-confidence
• Maintain high motivation for your studies by reminding yourself of the goals you’re pursuing

It’s important to note that developing supportive learning attitudes and study habits is a process. We recommend exploring various study techniques early on to find a routine that works for you. Try to stay motivated, regularly reflect on your study habits, and look for ways to continuously improve your efficiency in your studies. Even during exam periods, make sure to set aside time for relaxation, such as socializing or pursuing other hobbies.

Generally, you can choose between your own room and the library as your workspace. Which is the better option depends on your personal preference and the project. Here are a few pros and cons of both options. We recommend choosing one option and sticking with it. A familiar work environment is conducive to learning, and you won’t have any trouble adjusting.

Your Own Room

Pros:

• All your work materials are readily available.
• All documents and resources have a designated place.
• No time is wasted wondering what to bring.
• You save “warm-up time” because you’re immediately seated at your usual workspace.

Disadvantages:

• You’re easily reachable by others.
• The phone, radio, doorbell, mail, etc., are sources of distraction.
• Interruptions to your work are sometimes necessary because you have to get your hands on newly discovered important reading material. If you live at home (e.g., with your parents), you have to adapt to the family’s schedule.
• The refrigerator and pantry tempt you to have “snacks.”

The library

Advantages:

• It’s hard—or even impossible—to be reached.
• No domestic distractions.
• The quiet and the work atmosphere are stimulating.
• Wide selection of literature, reference works, and bibliographies.
• A stimulating atmosphere created by fellow students

Disadvantages:

• You must bring all your own materials and resources from home.
• Time lost due to organization and the commute to the university.
• Your daily schedule must be based on the library’s hours of operation.

A general tip is to keep work and relaxation separate (as much as possible). This applies to both your workspace and your leisure space. For most people, the sofa is synonymous with relaxation and leisure; it’s harder to mentally switch to university work there than, say, at a desk—meaning you’re more “exposed” to distractions on the sofa.

The desk should be large enough to accommodate all the materials you need. There should also be enough space to maintain a comfortable writing posture. The chair shouldn’t be too soft; a slight amount of muscle tension can have a positive effect on mental performance. The computer or laptop should be positioned ergonomically (lighting, height). Only items needed for the current task should be on the desk. Photos, cell phones, letters, and other items distract from work. Maintaining a consistent level of organization creates a stimulating work environment and helps prevent distractions.

It’s important to ensure there’s fresh air and a comfortable room temperature. For some types of work, instrumental music can be helpful.

The most common difficulties: 

• Wasting time: You try to do too much at once and don’t focus intensely on anything;
• Initial hesitation: Pretending to be busy with other tasks serves as an excuse (e.g., cleaning);
• A guilty conscience prevents you from relaxing.

The key to good time management is analyzing your daily routine. The best approach is to track your activities over the course of a week, noting how long each one takes:

Step 1: Write down every single activity from the moment you wake up until you go to bed, along with how long each one takes.

Step 2: Categorize the activities: sleeping, eating, working, etc.

Step 3: Add up how much time you spend on each category.

Step 4: Check whether the time spent on the various activities is appropriate. Where can you cut back?

Step 5: Plan a sensible daily routine

Time management isn’t just about balancing work and leisure. It depends primarily onwhat you want to achieve andwhen.

A distinction can be made between long-term and short-term planning.

Long-term planning takes place in three phases:

• Defining the long-term goal;
• Determining the sequence of necessary steps;
• Establishing a timeline.

Short-term planning involves the weekly and daily schedules:

• Allocating time for work and relaxation;
• Distribution of tasks throughout the week: e.g., whether certain activities are carried out on specific days;
• Taking into account factors related to learning psychology, e.g., spacing out learning, embedding new material within what has already been understood

Every person can only produce a certain amount of work each day. It is important not to exceed this normal level too often. Working longer than usual does not lead to any improvement. Attempting to achieve the same level of performance in a shorter amount of time (e.g., by working through the night) leads to a decline in performance.

There is a physiological performance curve that typically has two peaks: in the morning between 9 and 10 a.m. and in the afternoon around 5 p.m. Between 2:00 and 3:00 p.m., the performance curve hits a low point, with the lowest point occurring between 2:00 and 4:00 a.m. You’ll have to figure out for yourself exactly when you learn best.

On average, people need between 6 and 9 hours of sleep. You should not sleep less than your individual sleep requirement. The consequences of sleep deprivation include irritability, a lack of motivation to work, reduced performance, anxiety, and feelings of depression.

Just sitting down and "cramming" won't get you very far. What matters is actively engaging with the material—that is, understanding the content and recognizing relationships and connections.

This means:

• Organizing the material in a meaningful way, such as breaking the text down into sections, paying attention to connections, and noting them down.
• Creating mental reference points by identifying the main ideas and adding headings to the text.
• Illustrating concepts through examples, comparisons, diagrams, and visual representations, etc.

It’s also important to keep the learning objectives clearly in mind. Even while sorting through your materials, you’ll notice what’s important and what doesn’t need to be learned. This saves time and, at the same time, helps you better memorize and retain the important information. 

Repetition is essential to ensure that what you have already learned is not forgotten. It is not just the number of repetitions that matters, but also the length of the breaks between them. At the beginning, shorter breaks—for example, a few hours—are recommended, which should gradually be extended to several days over time. The time needed for review should be taken into account when creating a study and schedule plan.

You can also get together with others and discuss your learning progress. Depending on how well you can present what you’ve learned off the cuff, you’ll realize what you’ve already mastered and what you might need to review more closely. In addition, others can provide feedback on how well you’ve prepared. From a psychological perspective, this validation from others is important; it makes you feel more confident with the material.

However, we do not recommend overlearning the material. Overlearning means studying beyond the point at which you’ve already mastered the material sufficiently. Overlearning won’t help you remember the material any better. It’s better to use this time to rest or to study other material. Frequent overlearning can lead to a dislike of the subject matter. 

Emotional stress, such as family conflicts or acute psychological stress—for example, exam situations—can interfere with learning and recall.

A moderate level of excitement promotes learning, but too much excitement or anxiety impairs performance. It is therefore important to prepare mentally for the exam as well. This means, for example, visualizing yourself taking the exam and succeeding. When studying, you can retain more information if you expose yourself to as few visual and auditory stimuli as possible immediately after studying (unfortunately, checking Instagram and TikTok right after studying isn’t a good idea). This is because strong stimuli that follow immediately afterward “overlay” or mix with what you’ve just learned.

What You’ve Already Learned as a Memory Aid

What you’ve already learned can influence what you’re about to learn, either positively or negatively. If the main points of the old material are still familiar to you, you can relate them to the new content. This means you don’t have to learn the new information in isolation; instead, you can connect it to what you already know.

Retaining learning material is not simply a matter of “preserving” it. You must actively engage with the content, re-examine old knowledge, and actively establish connections with new information. A key goal of studying is to acquire new knowledge precisely by drawing on skills and information you have already learned.

Group work is a great way to prepare together and tackle specific topics.

However, group work cannot replace individual effort. Certain tasks must first be completed individually—for example, working through a text on your own and then discussing it with the group. This discussion helps you better process and retain what you’ve learned. Group work is almost indispensable, especially when preparing for exams. It provides both academic and emotional support.

The ideal group works like this:

• The atmosphere is relaxed and informal.
• There is plenty of discussion with the participation of all group members. However, the discussion always remains focused on the topic at hand.
• The task is clear to everyone, and the goal of the group work is understood and accepted by every member.
• Participants listen to one another, and every contribution is valued.
• When differences of opinion arise, the underlying causes are explored; divergent views are discussed rather than simply suppressed.
• Decisions are made by consensus.
• Criticism is frequent and open, but it remains objective and is not taken personally.
• All participants openly express their opinions.
• Before a task is undertaken, roles are clearly assigned and accepted by everyone.
• The leader does not dominate, nor does he serve as a scapegoat or get burdened with unpleasant tasks. Leadership is delegated as circumstances require, with no power struggles arising—instead, the focus is on solving the task at hand.

Some practical tips for group work:

• The group should be small enough so that everyone has the courage and the opportunity to speak.
• The group should be large enough to ensure a sufficient range of knowledge and opinions is represented.
• All members should be on equal footing (no authority figures).
• If possible, the role of discussion leader should be rotated.
• All participants must be prepared (through prior reading or assigned tasks).

Many people find that, despite taking diligent notes in class, they can’t make sense of them. Others aren’t able to get anything down on paper in such a short time.

There are two things you can do wrong:

• Not taking any notes at all.
• Writing everything down.

Advantages of taking notes:

• It forces you to follow the topic.
• It takes the strain off your memory.
• It increases your attention span, allowing you to better absorb and retain the material.
• It makes the learning process more meaningful, thereby making it more intense.
• It facilitates the processing of information by requiring you to formulate your own words.

Note-taking techniques:

• Don’t start taking notes as soon as the instructor begins a sentence; wait until you’ve grasped the information.
• Write down only the most important information, paying particular attention to connections.
• Write down definitions, quotes, laws, etc., verbatim.
• Revising your notes is essential and should be done as soon as possible after taking them. This is the time to fill in any gaps, organize the main ideas of the material, resolve any doubts by consulting the literature, and jot down your own thoughts in the margins.

Some practical tips:

• Use loose DIN A4 sheets, leave the back blank, leave the left margin for hole punching, and the right margin for your own notes and references—or create a Word document as a template
• Note the lecturer, type of course, date, topic, etc.
• Start each new piece of information on a new line.
• Use symbols to indicate relationships between pieces of information (e.g., = it follows that).
• Write down the speaker’s outline.
• Use abbreviations and keep your wording concise.
• Schematicize relationships.

Not all reading is the same.

By answering the question “What do I want to know?” you can determine whether you need a particular book or not. It’s best to write down your own questions. This prevents you from reading haphazardly, keeps you from getting lost in details, and promotes understanding, which helps you retain more information.

If you find it difficult to come up with questions about the text, the so-called “W questions” can help: Why? What for? What? How?

Lecturers often specify in their courses which readings you should read.

Different Types of Reading

Skimming: Quick, cursory reading to get an initial overview. You gain a brief overview of the book’s content.

Selective reading: You read the text with specific points in mind.

Comparative reading: Thorough reading of individual chapters from different texts that address a topic from various perspectives.

SQ3R Method

Survey– Get an overview, skim through 

               - Back cover, preface, table of contents, summary.

               - Title, main title, subtitle

Question– Questions:

- What questions do you hope to answer by reading this? What do you expect to find? How might this topic be related to other subjects? From what perspective is the text written? Write down your questions!

Read– Reading:

               - Look for main ideas and key points.

               - Clarify terms to understand the content.

               - Distinguish between facts and opinions.

Recite– Recap:

- Look away from the book and try to recall what you’ve read. Answer the questions provided.

               - Write down the most important sentences from memory, using your own words!

               - Underline sparingly.

Review– Review:

- Read through your notes, connect the individual topics, review areas where you’re still unsure, and skim the headings again.

               - Reviewing immediately ensures better retention.

If you're interested in psychotherapy, you probably have a lot of questions running through your mind.

• What treatment methods are available?
• Who actually covers the costs?
• How long does it take?
• What will they do with me there?
• Can it really help?

Many other people feel the same way you do—it’s just that hardly anyone talks about it. For many people, having a mental health issue or struggle is still seen as embarrassing or something to be ashamed of. Many people think that you can’t help catching a cold or breaking a leg, but that you’re somehow responsible for relationship problems, a life crisis, depression, or alcohol addiction—and that maybe you just don’t have enough self-control. The truth, however, is that we often rely on the help of others to solve our problems. Usually, we turn to our partner or friends for support and comfort. But when problems become too much to handle, it may be necessary to seek professional and impartial help. Furthermore, many mental health conditions are serious illnesses that require treatment, and you cannot cope with their consequences on your own.

Our healthcare system is there to provide appropriate treatment to people who are ill. Many physical illnesses, such as migraines, atopic dermatitis, or stomach problems, can have psychological causes, among other factors.

Psychosocial stressors refer to social circumstances and can manifest psychologically; examples include unemployment, a lack of prospects, pressure to perform, and climate change. This can lead to psychological consequences ranging from feelings of helplessness and being overwhelmed to mental health conditions such as anxiety disorders or depression.

If you’re feeling this way or something similar, it may be helpful to visit a counseling center or begin psychotherapy. With the help of knowledgeable and experienced counselors and psychotherapists, you can identify the causes of your distress and work toward solutions. The general goal of psychological counseling or psychotherapy is to recognize connections to your personal life story and to develop new patterns of behavior. 

Various professional groups work at counseling centers: social workers, doctors, educators, and psychologists. Most of them have completed additional training in counseling or therapy. Our psychological counseling services are provided exclusively by female psychologists.

Among private-practice psychotherapists, a distinction can be made between psychologists and medical doctors with an additional qualification in psychotherapy. Due to their different training paths, they have different perspectives on human nature. What both professional groups have in common is that, after completing their degrees, they have undergone extensive additional psychotherapeutic training.

You may be unsure where to find the best treatment for your situation. The most important thing is that you seek help. Whether you come to us, visit another counseling center, or see a psychotherapist of your choice, someone will take the time to listen to you and your concerns and, if necessary, refer you to a more appropriate service.

The names of the counseling centers give a general idea of the types of issues they specialize in. We’re especially good people to talk to if you’re facing study-related difficulties. For relationship problems, the Marriage, Family, and Life Counseling Service is a good place to start; for addiction problems, the Addiction or Drug Counseling Service; and for women who have experienced violence, the Women’s Counseling Center is a good resource. Younger students can also seek out the Counseling Center for Parents, Children, and Adolescents if they’re experiencing conflicts with their families of origin, as can students who already have children of their own who are exhibiting behavioral problems. If you’re dealing with a mental health condition, you should consult a psychotherapist.

Often, a problem area cannot be clearly defined, or you may not be able to assess it accurately on your own. In such cases, it’s best to seek counseling.

Counseling sessions at the General and Psychological Counseling Service at the University of Siegen are available only to students at the University of Siegen and are free of charge. The services offered by many other counseling centers are also generally free of charge.

Psychotherapy is covered by statutory health insurance. This means that statutory health insurance plans generally cover the full cost of psychotherapy.

In many regions of Germany, there are too few psychotherapists who are approved by health insurance plans. As a result, patients often have to wait months for a treatment slot.

Private health insurance coverage is not standardized. Anyone with private insurance should check the terms of their policy.

There is no one-size-fits-all answer to this question. Psychological counseling sessions are shorter than psychotherapy sessions. Sometimes a single session is enough. However, counseling processes can also extend over several months.

In psychotherapy, a distinction is made between what is known as “short-term therapy,” which lasts up to 24 sessions, and “long-term therapy.”

There are several ways to find a therapy spot. We’d like to share two of them here:

• 1. You can get help with your search from the appointment service center of the Westfalen-Lippe Association of Statutory Health Insurance Physicians. They have a search tool where you can find licensed psychotherapists by entering your ZIP code and the term “psychotherapy” (https://www.kvwl.de/arztsuche). If you need an initial consultation as soon as possible, you can contact the patient services department (https://www.116117.de/de/index.php ).
• 2. The University’s Psychotherapy Outpatient Clinic provides psychotherapy for adults, children, and adolescents. You can schedule an initial consultation by phone or by filling out the contact form provided. Information on this is available on thePsychotherapy Outpatient Clinic’s website

If you have further questions about finding psychotherapy, please feel free to contact the counselors at the Psychological Counseling Service. For more information, see:Pathways to Psychotherapy—A Guide for Those Seeking Help (wege-zur-psychotherapie.org).