A rate (Hawdon & Ryan, 2012). However Bal

          A lot of factors may cause a
students’ distress, and its effects negatively impacts their school performance
making them being unable to focus and concentrate which decrease their level of
competency. According to Lambert, J. et al. (2014), phenomenon like natural
disasters and terror attacks, or those events that are not controlled by the
students are some of the major reasons of their distress resulting to trauma.
Philips & Herlihy (2009) supported the claim and they said that natural
disasters and devastations may greatly impact school campuses anywhere.  Advancement of media technology has a huge
contribution to this because it has been a medium for students’ exposure to
traumatic events as it is instantly reported in the news media which provide
virtual closeness to what’s happening around the globe (DeRoma et al., 2003;
Lindsey, Fugere, & Chan, 2007). Furthermore, Kim (2016) stated that besides
from natural disasters and terrorism, some examples of traumatic events that
also significantly affected a person’s distress are death of a family member, parental
abandonment, domestic abuse, rape and serious illness. These circumstances were
no doubt been experienced by many of the students across the globe. Due to
these traumatic events, students develop signs and symptoms of Post-Traumatic
Stress Disorder (PTSD), Acute Stress Disorder (ACD), depression and other cases
of mental distress that are at a high level of increasing risk rate (Hawdon
& Ryan, 2012). However Bal (n.d.) and Bloom (1999) found that trauma does
not only affect a person’s mental health but also their physical well-being. Its
victims experience physical illnesses that are unrelated to any injury they
experience. Moreover, according to Cheshire (n.d.), we become shocked, or
always ready to fight or escape, or even shutting ourselves off from our
surrounding if our systems engulfed by different traumatic events. Simultaneously
it brings pain conditions and restricting the healthy functioning of all our
system because our physical body tends to tighten or contract. Furthermore,
Scaer (n.d.) said that “… stress and trauma can directly affect the human
brain and its operation. If brain operates in abnormal way it might damage the
body …”.The symptoms of trauma may occur if the traumatic events are keep in
the brain that regulate in the body (Scaer, 2007).

 

 

        Lambert, J. et al., (2014) stated that
colleges are more prone to increased stress and trauma that may lead to distress
and impairments due to the stressors happening inside or outside of their
classrooms. Callahan (2017) added that college might be an exciting and
overwhelming experience to begin new opportunities but this also may lead to an
unhealthy environment which is a source of stress and trauma.According to
Iijima (1998), among the students general population, law students are the one
who have been experiencing a great amount of dysfunctional distress. They were
more dysfunctional in all categories of psychiatric distress than that of the
general public and medical students. Shanfield & Benjamin (1985) proved the
claim as they conduct a study comparing medical and law students’ psychological
distress. They found out that law students were more uncertain to their career
and they lack commitment with the legal education, which may be a factor of
their distress. Law students’ distress become constant and been sustained as
they progress through their legal education. However Iijima’s study opposed,
she stated that law students became dysfunctional few months after they started
law school and experiences increased dysfunction as they progress through their
legal education. Further more 

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