A lot of factors may cause astudents’ distress, and its effects negatively impacts their school performancemaking them being unable to focus and concentrate which decrease their level ofcompetency. According to Lambert, J.
et al. (2014), phenomenon like naturaldisasters and terror attacks, or those events that are not controlled by thestudents are some of the major reasons of their distress resulting to trauma.Philips & Herlihy (2009) supported the claim and they said that naturaldisasters and devastations may greatly impact school campuses anywhere.
Advancement of media technology has a hugecontribution to this because it has been a medium for students’ exposure totraumatic events as it is instantly reported in the news media which providevirtual closeness to what’s happening around the globe (DeRoma et al., 2003;Lindsey, Fugere, & Chan, 2007). Furthermore, Kim (2016) stated that besidesfrom natural disasters and terrorism, some examples of traumatic events thatalso significantly affected a person’s distress are death of a family member, parentalabandonment, domestic abuse, rape and serious illness. These circumstances wereno doubt been experienced by many of the students across the globe.
Lambert, J.et al., (2014) stated that colleges are more prone to increased stress andtrauma that may lead to distress and impairments due to the stressors happeninginside or outside of their classrooms. Callahan (2017) added that college mightbe an exciting and overwhelming experience to begin new opportunities but thisalso may lead to an unhealthy environment which is a source of stress andtrauma. Due to these traumatic events and stressors, students develop signs andsymptoms of Post-Traumatic Stress Disorder (PTSD), Acute Stress Disorder (ACD),depression and other cases of mental distress that are at a high level ofincreasing risk rate (Hawdon & Ryan, 2012).
According to Iijima (1998),among the students general population, law students are the one who have beenexperiencing a great amount of dysfunctional distress. They were moredysfunctional in all categories of psychiatric distress than that of thegeneral public and medical students. Shanfield & Benjamin (1985) proved theclaim as they conduct a study comparing medical and law students’ psychologicaldistress.
They found out that law students were more uncertain to their careerand they lack commitment with the legal education, which may be a factor oftheir distress. Law students’ distress become constant and been sustained asthey progress through their legal education. However Iijima’s study opposed,she stated that law students became dysfunctional few months after they startedlaw school and experiences increased dysfunction as they progress through theirlegal education. Furthermore, law students may become victims of emotionaldysfunction upon the start of law schooling and face continued risks throughoutthe study and practice. Students’ performance problems affect their emotionalwell-being, developing anxiety and depression, and vice versa, just as howtheir psychological state influence their performance.
For example, hope,optimism, and motivation may be stronger predictors of their good academicperformance (Iijima, 1998).