Post Traumatic Stress Disorder

Overview

Post Traumatic Stress Disorder is the collection of reactions that are experienced following a sudden distressing event which is outside the range of normal everyday human experience. It is the severity and unexpected nature of the incident that triggers off the reactions. It undermines the person’s basic beliefs, perceptions and expectations about the world and themselves. Examples of incidents that can trigger Post Traumatic Stress Disorder can include, burglary, assault, accidents, and war traumas.

Signs of Post Traumatic Stress Disorder may not appear for days, weeks, months and sometimes years after the event and can affect people even if they were not directly involved with the incident, e.g., witnesses, rescue workers, or relatives.

It occurs because the way our body and mind ‘processes’ events is severely challenged by the event. During a traumatic incident we can often react differently to how we would expect to under the circumstance. This can often exacerbate the symptoms of Post Traumatic Stress Disorder.

The effects of the condition

Poor concentration;
A sense of being vulnerable, leading to feelings of loss of control;
A sense of always needing to be ultra alert;
An extreme loss of self confidence;
A sense of not being capable of undertaking the most basic tasks;
Strong reactions to people talking loudly, yelling or being patronising;
Strong reactions to loud sounds;
Jumpiness;
Recurrent and intrusive recollections of events;
Feeling or behaving as if the event were happening again;
Changes in behaviour, e.g. short temper;
Reduced interest in the external world;
Avoidance of activities and or places that arouse recollections of the event;
Guilt at surviving or for things not done;
Acute stress triggered by apparently small events.

Appropriate Adjustments in the Tertiary Education Environment

As each student will have different needs, it is important to negotiate these needs on an individual basis. The following is a list of adjustments that may assist the student:

General

Make book and reading lists available prior to the commencement of lectures (preferably at least two weeks prior to the commencement of the semester);
Provide students with chapter outlines or study guides. These should also be available at least two weeks prior to the commencement of semester;
Where possible, provide any written work in electronic format - either in an accessible format on the web, or on disk. This allows the student to reproduce the material in alternative formats (i.e., large print, alternative colour print and background, via screen readers).

Lecture / class room adjustments

Have print copies of overheads available for students prior to the commencement of lectures;
Repeat and rephrase important points;
Speak clearly, calmly and face the students whenever talking;
Always verbalise any points that are either written on the board or put up on overheads;
Use a microphone whenever the equipment is provided;
Tape lectures and place in the library so students are able to copy;
Have regular breaks in long lectures - this will assist to prevent 'information overload';
Avoid putting the student on the spot by targeting them for questions or reading aloud in class - unless the student has indicated their willingness to participate (i.e. raised hand etc);
Be flexible in relation to what constitutes 'participation' in tutorials. High anxiety levels of the student may mean that they avoid participating in discussions;
Supply comprehensive lecture notes;
At the beginning of each lecture, outline the key points that will be raised in the lecture reintegrate these and at the conclusion of the lecture;
Avoid any loud or unexpected behaviours. If for some reason there may be reasons that this may occur in the lecture, (e.g. demonstrations) let students know that these types of events will be happening;
Try and make sure there is good lighting in the lecture theatre/class room. If possible adjust blinds to ensure their is no glare on the board or where overheads are being projected;
The student may need to leave class with little or no notice or turn up to class late. Allow this without drawing attention to the student.

Assignments

Be flexible with deadlines and extensions for students who have Post Traumatic Stress Disorder;
Provide clear feed back to the student both verbally and in writing;
Consider negotiation an individual learning program for the student. This can include:
- Flexible deadlines for assignments to take into account the effects of their disability and the requirements of other subjects.

Examinations

Allow extra time in formal exams, departmental exams and class tests;
Allow the student to complete oral exams;
Allow the student to use a PC;
The student may require natural or non-fluorescent lighting;
The student may require a reader and/or a scribe (amanuenses);
The student may need a private room;
The student may require a split exam;
Allow time for rest breaks;
Allow the student to take in food, drink and medication if required;
The Student may need to leave the room - allow this and if necessary have an invigilator accompany them.

* Remember: Alternative Adjustments, is about providing the opportunity for equality, not the attainment of a particular outcome. A student with a disability is still required to present work that is of a recognised standard. Providing flexibility in the process of learning does not mean that the subject standards are lowered

Post Traumatic Stress Disorder

Disability Support Services

Post Traumatic Stress Disorder

Overview

The effects of the condition

Appropriate Adjustments in the Tertiary Education Environment

General

Lecture / class room adjustments

Assignments

Examinations

Useful Websites