Mental Health Difficulties
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Brief description of Mental Health Difficulties
The term mental health describes a sense of well being. It implies the capacity to live in a resourceful and fulfilling manner, having the resilience to deal with the challenges and obstacles that life and studying present. Depression, stress and anxiety are the most common types of mental illness experienced by those engaged in education. It is common for learners to lack confidence and have low self-esteem despite having the same full range of intellectual abilities as the population as a whole.
Definition of Mental Health Difficulties (MHD) and Mental Illness as included in AMOSSHE Publication Students with Mental Health Difficulties, 2002:
- Those with a pre-diagnosed psychiatric condition for which the person may, or may not, be receiving medical or psychological treatment. For such individuals the difficulties arise when their condition becomes unstable in some way and symptoms recur, which may be as a result of external factors or changes in response to treatment;
- Those without any diagnosed condition who experience the onset of emotional or psychological difficulties which significantly affect their capacity to function. These may be a temporary reaction to a painful event, being under external pressure of some sort, induced by physiological factors such as use of drugs, lack of sleep, change in diet or physical illness, or they may signal the onset of a psychiatric condition.
Indicators of depression amongst learners may include: low mood, lack of motivation, sense of emptiness, withdrawal, change of appetite, self neglect, self loathing, or thoughts of hurting or killing oneself. However, it should be recognised that many people experience some of these symptoms at some points in their lives, indeed some are typical reactions to certain circumstances.
The degree of severity is reflected by the intensity of symptoms and the impact on the individual's capacity to function. For example, to one person feeling depressed may mean feeling temporarily low in mood whereas someone else may use this term when they are completely debilitated and unable to take care of their basic personal physical needs.
Symptoms of anxiety can include: agitation, disturbed sleep, change of appetite, headaches, digestive difficulties or panic attacks. These symptoms are easily mistaken by anxious people for evidence of serious physical illness - their worry about this can make the symptoms even worse.
Sudden unexpected surges of anxiety are called panic, and usually lead to the person having to quickly get out of whatever situation they happen to be in. Anxiety and panic are often accompanied by feelings of depression.
There are many ordinary situations that can make individuals feel stressed for periods of time. For example, if workload is allowed to build up; during exam preparation or during a work placement.
The effects of stress depend on the severity, the length of time it goes on for and the individual concerned. How an individual deals with stress depends on their personality, ability to cope with situations, and whether there is someone supportive they can talk to.
Adults with mental health difficulties may experience greater anxieties about learning than their peers. Some may take medication that affects their concentration, memory and their ability to participate. Short-term memory may be especially affected.
For many people their mental health may be variable, with good and bad days. This may affect attendance, punctuality and behaviour. Some people may be unable to engage in the learning process until relevant emotional issues are resolved. Progress will be variable, and regression can be common. Success can mean that some learners may be reluctant to move on.
Discussion of learning support needs should not involve diagnosis or labelling. It is not necessary to do either in order to ask the person what might assist them. The educational experience may be the first opportunity those with a history of mental health difficulties have had to put labels aside and concentrate on their vocational education.
People with mental health difficulties can often lack confidence, if teachers and trainers can recognise this and promote the individual's self esteem; it will have a positive outcome in terms of effective learning.
Problems may arise in a group situation for those with mental ill health including prejudice from other group members, communication difficulties or incompatible working practices, especially as some people with mental health issues may appear withdrawn or disruptive.
As an important component of many group activities is to devolve responsibility and control to the participants, teachers and trainers may be concerned that their scope for intervention and to take measures to include everyone is necessarily compromised. To mitigate this, systems to encourage groups to take responsibility for the inclusion of all learners need to be in place.
Given that periods of examination and assessment are generally the most stressful experiences for people, those with mental health difficulties may need special support at such times. This needs to be discussed and agreed with the individual as early as possible.
When accommodations are used or modifications made to assessment, educational providers will also be concerned to ensure parity between students with disabilities and their non disabled peers. It is, therefore, always useful to consider carefully the core requirements of the course and the role assessment plays within it.
Mental Health Difficulties
Empathy, Managing Anxiety/Stress, Memory/Recall, Motivation, Organisation, Stamina
Group Work Activities, Literacy Related Activities, Numeracy Related Activities, Practical Activities, e-Learning/ICT Activities