Psychological Disabilities

In recent years, the number of students with psychological disabilities such as depression, bipolar disorder, anxiety and panic disorders, post-traumatic stress disorder, personality disorders, obsessive compulsive disorder, and schizophrenia has increased on campuses across the nation. While advances in medications and psychiatric treatment have significantly improved the quality of life for people with psychiatric disabilities and enabled these individuals to pursue higher education, unfortunately society's stigmas about psychological disabilities persist. Learning more about psychological disorders and communicating effectively with those who live with these disorders is the first step in erasing these stigmas.

Educational Implications

When a student with a psychological disability is in your class:

• Remember that he/she may be on medication(s) that cause physical and/or mental side effects.
• Behaviors which vary from the norm may be an indication that the student is experiencing a recurrence of symptoms and is in need of intervention.
• Be aware of any behavioral changes or disruptive behavior and contact the Dean of Students department and/or DSS if an incident occurs. Although disruptive behavior is rare, it is probably a sign that an individual needs professional psychiatric intervention.
• Be sympathetic and respectful of the possibility that the student may be embarrassed to discuss the details of his/her disability.
• Accommodations are often similar to those needed by students with learning disabilities, such as extended test time, notetakers, and time extensions on assignments.
• Be aware that a student with a psychological disorder may be receiving ongoing treatment; therapeutic medications that affect performance and speed may play a factor in student accomplishments.
• Realize that although students can assume full responsibility for their thoughts, feelings and actions, empathy from the instructor is appreciated.

General Techniques:

• Encourage students at the beginning of each term to discuss with you any modifications that will facilitate their learning. Additionally, discuss medications they are taking and side effects that may occur.
• Identify any symptoms of stress the student feels should to be noted.