En Min: I strive to be more mindful of my actions, taking the time to appreciate each step rather than just the finish line.
Teen learns the value of patience, discipline, and staying present through therapy
WHEN I was younger, grown-ups often offered me this advice: “When you’re doing something, take it easy and don’t rush.”
I would usually tune out after the first four words and find something else to do, hoping to avoid a long lecture.
I never really understood how it began, but for as long as I can remember, I have always loved being fast in everything I do.
It didn’t matter if it was reading a book, writing an essay or completing an assignment – I would try to finish as quickly as possible.
It wasn’t because I wanted to save time or had something else to do; it was simply because I struggled to keep my attention on one thing for too long.
For example, I would try to complete an assignment within 15 minutes. If it took any longer, I would feel restless and abandon it altogether.
When learning to play the piano, I often switched from one piece to another because I found it too boring to stay on a single song for long.
Even playing video games posed a challenge. Once, I attempted to play a football match on my gaming console with my brother, only to quit halfway through because my mind urged me to stop.
You might be asking: “Why did you have this problem?”
To answer that, we would have to travel further back in time to when I was three years old and sent to therapy. I was diagnosed with Asperger’s syndrome, a condition that comes with challenges, including difficulties with attention and focus.
Every Friday, I travelled from my hometown of Sungai Petani, Kedah, to a hospital in Penang for therapy sessions to help me cope.
As a student, I couldn’t focus in class unless I sat in the front row or reviewed the entire lesson later with a friend’s help. I also struggled to carry conversations for long periods, which made socialising difficult.
One of the most memorable parts of therapy was being in a group with other children who had similar challenges. We shared our experiences, talked about school and discussed our weekly activities.
During these sessions, we also practised listening skills, did writing exercises, and learnt techniques to improve focus.
At first, I didn’t fully understand why we were doing these activities, but over time, I began to see their purpose. I learnt the importance of patience, discipline and persistence – lessons that extended beyond the therapy room.
I became more engaged, speaking up more, sharing my struggles, listening to my peers and actively asking questions about my condition. I also became more aware of my other shortcomings and worked diligently to improve myself.
I remember one particular moment when my patience was truly tested. During a school project, my group was assigned to create a presentation that required extensive research and collaboration.
I was tempted to rush through my part, but I reminded myself of what I had learnt in therapy. I slowed down, carefully read through the materials and contributed in a more meaningful way.
Not only did our project turn out well, but I also felt a sense of accomplishment that I hadn’t experienced before.
My family also played a significant role in my growth. My parents encouraged me to take my time with my studies, reminding me that quality mattered more than speed. My brother often challenged me to finish a board game without quitting halfway.
While these might seem like small moments, they were essential in teaching me how to stay engaged and committed to a task.
Even now, I continue to find new ways to challenge myself. I take up hobbies that require patience, notably reading longer novels and playing chess.
Instead of rushing through assignments, I make an effort to plan my work and break it into smaller, manageable steps. I also practise mindfulness, reminding myself to focus on the present rather than always looking ahead to the next task.
Change is a slow process. While I no longer attend group therapy sessions, I am still working on improving myself.
I have learnt that rushing through life only leads to frustration and missed opportunities for growth.
Today, I strive to be more mindful of my actions, taking the time to appreciate each step rather than just the finish line. I know I can still be better, and I am willing to go all out to become the best version of myself.
My journey is far from over, but with each step, I move closer to the person I aspire to be.
En Min, 17, a student in Kedah, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team. For updates on the BRATs programme, go to facebook.com/niebrats.
With the theme of the article in mind, carry out the following English language activities.
1 What lessons about Asperger’s have you learnt from the article?
Share them in class and discuss how society can increase awareness of the challenges faced by individuals with Asperger’s and other neurodevelopmental conditions.
2 What qualities can you learn from En Min? Reflect on them and share your thoughts in class.
The Star’s Newspaper-in-Education (Star-NiE) programme promotes the use of English language in primary and secondary schools nationwide. For Star-NiE enquiries, email starnie@thestar.com.my.
