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Academic support for students with a psychiatric disability


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		Academic support for student with a psychiatric disability

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Unlike those with some other disability, 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 symptoms 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 it. 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 about psychiatric disability. Do not pre-judge or assume that a student is unmotivated or lazy. Quite often the symptoms of psychiatric illness 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 audiotaping 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.

For further information contact Counselling Services or the Disability Officer on your campus.