Academic Support for Students with a Psychiatric Disability
Students with psychiatric disabilities
Unlike those with some other disabilities, a student who has a psychiatric
disability may be difficult to identify. The symptoms and difficulties that
are experienced are not always visible. This does not mean that they are
any less disabling.
Quite often, students are unwilling to disclose their condition for fear of
being misunderstood, stigmatised or discriminated against. It is a common
belief that disclosure will have negative repercussions; many may have
already had unpleasant experiences with stigma and misconceptions. There
may also be a fear of being viewed as an illness rather than a complete
person. For example, people who have experienced schizophrenia are often
seen as "schizophrenics". Not only does this sort of labelling make the
illness the main identifying aspect of the person, it also has huge
implications for the student's self esteem.
Since the first onset of many psychiatric disabilities occurs in late
adolescence or early adulthood, there is a strong possibility that some of
your current students will be experiencing a psychiatric disability.
While every mental illness has its own symptomatology there are some signs
that might assist you to recognise that "something is wrong". These may
include:
- withdrawal
- impaired concentration
- irritability
- rapid change in weight
- sadness and gloom
- worry and agitation
- aggression
- disinterest
- inappropriate behaviour
- delusions (false beliefs)
- grandiose behaviour.
Students being treated for a psychiatric disorder may be on quite large
doses of psychotropic medication. All drugs have side effects, but
psychotropic medications have a reputation for impairing concentration,
causing drowsiness, blurred vision, stiffness, shakiness, and a dry mouth.
Quite often the observable signs of a psychiatric disability are a result
of the treatment, not of the condition itself.
Interacting with students
It may be appropriate for you to speak with the student confidentially
about your observations. You may be the first person to realise that
something is not quite right.
Do not discuss your observations in front of the lecture or tutorial
group.There is a danger that this may add to a sense of stigmatisation,
paranoia or poor self esteem the student may already be experiencing.
Express your concern, in private, to the student--however, leave diagnosis
and treatment to the appropriate professionals.
Ensure the student is aware of the appropriate supports on campus. In the
first instance this may be the Disability Officer or Counselling Services.
Familiarise yourself with these supports and what they offer.
If the student's behaviour in class is not acceptable, then speak to them
in private about this. It is your responsibility to ensure that other
students are not disadvantaged due to inappropriate behaviour.
Practical help with study
There are some practical steps you can take to help a student who has a
psychiatric disability to succeed in study:
- Understand the facts of psychiatric disability. Do not pre-judge or
assume that a student is unmotivated or lazy. Quite often symptomatology or
the effects of medication may affect a student's ability to submit work on
time or to sit exams in the traditional manner.
- Ask what support the student may need. Quite often the student will
know exactly what specific assistance will make a difference.
- If the student does have periods of poor concentration, suggest
audio taping of lectures in addition to note taking. This will allow
students to revise lecture material at their own pace.
- Assessment time is obviously stressful for everybody and, for many
people with a psychiatric disability, stress can trigger an episode. Speak
with the student prior to deadlines about appropriate mechanisms that will
not disadvantage either the student with the disability, or their fellow
students. Try and accommodate the student's special needs as much as
possible.
- Quite often the type and level of support needed by students will
fluctuate. As most illnesses are episodic, many students may have extended
periods where they do not need or want any special consideration. Be guided
by each student's ability to cope with academic requirements, not by the
diagnosis.
- Try to ensure that students are fully aware of the range of
supports that are available to them. The Counselling Service and the
Disability Officer have a wide range of practical ideas and strategies that
may assist students in reaching their full academic potential.
- Perhaps students will need to take time off, or will be admitted to
hospital. This does not necessarily mean they need to defer or cancel their
studies. Many people, with appropriate support (eg having someone deliver
lecture notes) have studied from hospital. If appropriate, discuss this
possibility with students when they are well. Again, the Disability Officer
and/or Counselling Services may be able to assist in determining a
contingency plan.
- Be aware of your own abilities and limitations. If you are in a
situation that you are having difficulty with, or are unsure of how to
assist a student, seek assistance. The Disability Officer or Counselling
Services may be able to give you some advice.
Dr Robert Schweitzer, Head
Counselling Service
Queensland University of Technology
Locked Bag No 2, Red Hill, 4059
Australia
Thu, 18 Dec 1997 12:16:38 +1000
http://counseling.uchicago.edu/vpc/qut/support.html