Students with psychological impairments or psychiatric disabilities present some of the most difficult challenges to the college professor. Like those with other disabilities, their impairment may be hidden, and, in fact, latent, with little or no effect on their learning. Unlike others, however, their emotional difficulties may manifest themselves in negative behavior ranging from indifference to recalcitrance or disruptiveness. Such conduct makes it hard to remember that they have as little control over their disabilities as do students with physical disabilities.
The most common psychological impairment among students is depression. The condition may be exacerbated by inordinate pressures at school, on the job, at home, or in one's social life. It may be manifested as a sense of hopelessness or helplessness that may provoke extreme threats or attempts at suicide. It may appear as apathy, disinterest, inattention, impaired concentration, irritability, fatigue, or such physical symptoms as changes in eating, sleeping, or other living patterns.
Anxiety is also prevalent among students and may be a transient reaction to stress. Mild anxiety may promote learning and improve the student's functioning. Severe anxiety, however, may reduce concentration, distort perception and weaken the learning process. Anxiety may manifest itself as a withdrawal, constant talking, complaining, joking, crying, fantasizing, or extreme fear, sometimes to the point of panic. Body symptoms might include episodes of lightheadedness or hyperventilation.
Students are susceptible to the myriad of behaviors that others are, some of which are expressed in inappropriate classroom behavior or inadequate performance of assignments. Some troubled students who are undergoing treatment take prescription medication to help control disturbing feelings, ideas and behavior. Some medication might cause undesirable side effects such as drowsiness or disorientation.
In dealing with psychological conditions that impair the functioning of the affected student alone, the principles outlined for all students with disabilities apply. If the behavior begins to effect others or your course of instruction, other measures may be necessary.
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