Teaching Strategies for Students with Mental Health Difficulties

Students with psychiatric disabilities present some of the most difficult challenges to a lecturer. Like those with other disabilities, their impairments may be hidden or in fact, latent, with little or no effect on their learning. Unlike others however, their emotional disturbances may manifest themselves in negative behaviour ranging from indifference and recalcitrance to disruptiveness. Such conduct makes it hard to remember that they have as little control over their disabilities as do students with physical disabilities.
Among the most common psychological impairments among students is depression. The condition may be temporary, in response to inordinate pressures at college, at work, at CONTENTS or in one's social life. It may be manifested as a pathological sense of hopelessness or helplessness which may provoke, in its extreme, threats or attempts at suicide. It may appear as apathy, disinterest, inattention, impaired concentration, irritability, as fatigue or other physical symptoms resulting from changes in eating, sleeping or other living patterns.

Anxiety is also prevalent among students and may also be the transient reaction to stress. Mild anxiety may, in fact, promote learning and improve the student's performance. Severe anxiety, however, may reduce concentration, distort perception and weaken the learning process. Anxiety may manifest itself as withdrawal, constant talking, complaining, joking or crying, fantasising, or extreme fear, sometimes to the point of panic. Bodily symptoms might include episodes or light-headedness or hyperventilation.
Students are just as susceptible to the myriad of other psychiatric disorders as others are, some of which express themselves as inappropriate behaviour in lectures or inadequate performance of coursework. Some troubled students who are undergoing treatment take prescription medication to help control disturbing feelings, ideas and behaviour. This medication might cause undesirable side effects such as drowsiness and disorientation.

Suggestions:

· Discuss inappropriate behaviour during lectures with the student privately, directly and forthrightly, delineating if necessary the limits of acceptable conduct.

· In your discussions with the student do not attempt to diagnose or treat the psychological disorder but only the student's behaviour in the course.

· If you sense that discussion would not be effective or if the student approaches you for therapeutic help, refer the student to the Counselling Service or to the Health Centre.

· If abusive or threatening behaviour occurs, refer the matter to appropriate (disciplinary) College authorities.


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