Make a Difference: Tips for Teaching Students who have Psychiatric Disabilities Video Script Video Production Executive Producer: Melanie Thornton - Director, UALR Project PACE Producer/Director/Editor: David Weekley - Instructor, UALR School of Mass Communications Field Production Assistants: Sarah Woodyard & Katy Evans Captioning: Michael Merritt Video Script: Melanie Thornton & Katy Evans Narrator & Video Interviews (in order of appearance) Pamela Smith, News Anchor References Consensus Report. (2005). About the Problem: Factsheet. A consensus project coordinated by the State Government Councils. Retrieved September 15, 2004 from www.consensusproject.org/topics/factsheets/factsheet. National Institute of Mental Health. (2005). Statistics. Retrieved on September 15, 2004 from www.nimh.nih.gov/healthinformation/statisticsmenu.cfm. Special Thanks To: NAMI - Arkansas Roberta Sick, Partners for Inclusive Communities Project PACE is funded through a grant from the U.S. Department of Education, Office of Postsecondary Education, #CFDA P333A990056. Project PACE offers training and resources to assist postsecondary level faculty in providing a quality education to students with disabilities. This handbook and the video it accompanies are two of the many activities funded through this grant. For more information about Project PACE and other resources available, contact us at: Project PACE, University of Arkansas at Little Rock, Stabler Hall #104, 2801 S. University Avenue, Little Rock, Arkansas 72204, (501) 569-8410 (voice/TDD), (501) 569-8240 (fax) www.ualr.edu/pace or UALR Disability Support Services, (501) 569-3143 (voice/TDD), www.ualr.edu/dssdept. Published 2005 [Music opener] Pamela (Narrator): Hello, I'm Pamela Smith for Project PACE. Approximately one in five adults in America has a diagnosable mental illness. Still, students with this disability continue to be among the most misunderstood of our student population. Because of the misconceptions that surround psychiatric disabilities, many of these students fear being ostracized and therefore do not request accommodations that would benefit them. We hope to provide some facts and personal stories that will counteract these misunderstandings and increase awareness of the implications of a psychiatric disability in the postsecondary setting. In this presentation, the terms mental illness and psychiatric disability will be used interchangeably to refer to a group of illnesses that result from biologically-based differences in the brain and the brain's chemistry. Among the conditions included in this category of disabilities are depression, bipolar disorder, schizophrenia, anxiety disorders, post-traumatic stress, and obsessive-compulsive disorder. Courtney: I think that a lot people including faculty have misconceptions that students who have a disability with a mental illness can't survive in normal society, that we can't go to school, that we don't live in apartments by ourselves, that we don't live like normal people. And that's just really not the case. Seshe Brewer: It's just a stereotype. We don't wear anything across our foreheads. We don't advertise. Most of us don't even want to be "outed" because of the repercussions we can get and the stereotype...makes things so difficult. Pamela: One of the common myths held by many is that mental illnesses result from a weakness of character or a lack of will power. This is not the case. Psychiatric disabilities result from biological and chemical imbalances in the brain. Tina: We actually have an illness that just needs to be treated so that our lives can become manageable. So dealing with that, when I first got diagnosed I didn't know why or what was happening to me. But then I realized, you know, I'm a good person, I'm a smart person. And in reality, we are basically very bright individuals. Seshe: We are normal. We can function in society quite well. If I didn't advertise the fact that I have bipolar disorder, people say, "I never would've known," like I have it tattooed on my forehead. What are you supposed to know? Are you supposed to know that I hold down two jobs, that I'm a single mom, that I am a full-time student, that I'm an honor student, that I'm looking for a Ph.D. program, that I'm punctual, that I'm articulate - most of the time, that I can handle just about all the situations and I am probably because of medication and an awful lot of therapy more stable than most people (laugh) are because I have to work so hard at it. So if I ever don't show up some place when I say I am going to be some place, look for me because something's wrong. I am just so consistent at things. Pamela: With many recent breakthroughs in research on appropriate medications, most people with a mental illness are now able to lead productive and healthy lives. Also contrary to popular belief, people with a mental illness are not more prone to violence. The media and entertainment industries continue to portray this disability in a negative light. They have characterized people with it as dangerous and unpredictable. Mark: A lot of the public or just other people think that mentally ill people are either violent or stupid, you know, and can't learn. I had an employer one time who would ask me if I got my rabies medication before, you know, I'd come to work at a paint job I had. You know, it kind of stigmatized me a little bit thinking that, well, if I don't have my medicine, I'm going to be going off on people and stuff. Pamela: In reality, there is no statistical basis to support the idea that a person with a mental illness is more likely to become violent. In fact, people with mental illness are more likely to be victims of violence than perpetrators. Psychiatric disabilities can affect people of any age, gender, or intellectual group. Though they can occur at any age, the onset of many of these illnesses most commonly occurs between the ages of 18 and 25, the typical age of a college student. You may well encounter students who have just recently been diagnosed and are still coming to terms with this disability. Seshe: I remember years ago I tried to go back to school and I had a real crisis - a real breakdown. And I didn't have any kind of a support system around to keep me strong and I didn't know where to go, and I didn't know about resources, and I didn't have any fight. Pamela: The response of those around the student can play a major role in their ability to accept and adapt to their diagnosis. For many students, deciding whether or not to disclose their disability and register with the office of disability services creates a difficult dilemma. Courtney: When I was hospitalized, let's see, last semester, I had to tell some teachers and I didn't disclose the information because I was just worried what they would think. But I have writing classes and I have written some papers and some information about my bipolar illness and the teachers were just really, really supportive. My writing instructors were really supportive and commended me for sharing with them my experience with what has happened in my life regarding my illness. Pamela: When you have a student who has disclosed a psychiatric disability, simple awareness and understanding can go a long way to make the experience more pleasant for you and the student. The impact of a psychiatric disability on academic performance may vary widely. Some students have symptoms that directly affect their ability to perform academically, while other students may never request or need accommodations. A student's need for accommodations may be sporadic. Tina: A student dealing with a mental illness is already going through some personal problems themselves, trying to deal with it, trying to live a manageable life, trying to live as normal a life as possible. And the last thing they need is a professor that is close-minded and does not have an open door policy. I am very fortunate that I had a couple of professors when I was a student in my last year that were just exactly the opposite of that. They had an open door policy. I could call them if I was dealing with some problems and those professors were very encouraging to me. They said, "You know what, Tina? You can do this. You hang in there. You can do this, and if you need help I'm a phone call away." And you know what? I utilized that too. I took them up on that. And in those classes I made straight A's, because the professors were accessible for me and they were understanding. Pamela: The student may not, for example, request accommodations at the beginning of the semester, but mid-semester may have symptoms that require a request for accommodations. This fluctuation of symptoms is a normal part of any chronic illness and should not be interpreted as malingering. Symptoms that may have a direct impact on learning include: difficulty concentrating, fatigue, memory and recall problems, or drowsiness. These symptoms may be caused by the disability or may be side effects of the student's medications. Seshe: I have reactions to my medication just as someone else might have reactions to their medications. It just takes a little longer, I think, sometimes to stabilize on a psychiatric medication, because there's, its not just one or two or three medications, it's a whole cocktail of things that have to be changed around. Tina: I had difficulty concentrating. The medication made me drowsy. I wanted to sleep a lot. Therefore, if I'd sit down to study, I couldn't study very long. Courtney: Right now the medication I'm taking is great, thank goodness. And I'm not having any problems in the classroom. But before, some of the problems that I had were not being able to concentrate, having to get up and down in the middle of class, just not being able to sit still. Courtney: And also, I had a semester where I literally flunked out because my medication was causing me not to be able to remember anything. I would study for a test all night long, get up the next morning, and it was gone. Pamela: Because difficulty concentrating and fatigue are frequently associated with mental illness, getting organized and remaining focused will be especially beneficial to these students. Faculty and staff can support students in these efforts in a variety of ways. Support the accommodations recommended for the student by your disability services office. Accommodations might include extended time for exams, a low-distraction room for taking exams, assistance finding note takers, flexibility of attendance policies, and tape recording lectures. Since many students with this and other hidden disabilities do not disclose their disability, you may also want to consider implementing a few suggestions that will help all of your students. Provide early access to the course syllabus or reading assignments. Provide the syllabus and other materials in print and on your course website. Allow students to tape record lectures. Communicate expectations clearly on the syllabus and when describing assignments. Patrick: The biggest problem for me at that time was that the faculty, including counselors, did not know how to handle my situation, how to accommodate me, give me suggestions on what would benefit me. Leah: And with the professors, it's the same way, they don't know whether to keep you going on the same page as we already are and along with the medications. Also, the medications cause us to be drowsy so it is harder for us to take night classes. And I was lucky enough to have a professor that understood and worked well with me that gave me the tests for the night classes during the day, and then I would independently study on those nights that we had the tests. Pamela: When you have a student with a psychiatric disability, building a rapport early in the semester will give the students confidence that you are available to give assistance. Take time to let the student know that you are available to discuss the accommodations he or she needs. Set a clear direction in your course and follow up on how he or she is doing. Encouragement can go a long way. Tina: Maybe pull the student aside, and say, "You know, I'm very concerned. I really think you are a very smart individual. Is there something going on that is preventing you from understanding the material, taking the tests, studying? I want you to feel comfortable talking to me. And, you know, you are not here to be judged. We are here to help you because you are attending college to better yourself. And so, as your professor, I want you to know I'm in your corner, and whatever I can do to help, just ask." Mark: The main thing faculty and staff could do to help me overcome any fear of going back to school is just being treated like anybody else, except maybe an occasional pat on the back or "job well done." I think a lot of mentally ill people have low self-esteem. That is something that I'm working on. But that added little just a few kind words or, you know, saying or a note on a test saying, "you did well on this." It would mean a lot. Seshe: I'm not looking for sympathy. I'm not looking to make an excuse. I'm not looking to receive a grade I don't earn. That's the important thing. I want to earn what I have. Its very important because if you give it to me - its senseless. Pamela: We all want to succeed in life. People with psychiatric disabilities are no different. Setting the myths and labels aside and focusing on the student's ability, instead of the disability, you can play an important role in helping the students achieve their goals. [Closing Music]