Unit 2 Discussion 1 & 2

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Unit 2 Discussion 1 The articles I have relate to how disabled individuals will require more aid and accommodations during strict online mandated classes for college. My research has shown that mental illness impacts cognitive performance which in turn negatively impacts study habits and college performance on a pathway to a degree. Anxiety and depression cause impaired working memory. Working memory is vital to a college student for finishing classwork, taking examinations, completing group related tasks, and retaining information. The impaired working memory impedes the individual’s ability to recall knowledge, perform tasks, and causes a decline in cognitive function. Due to these negative impacts upon the mind, students have difficulty finishing the pathway to a degree (Burt et al., 1995). There have been recent studies considering the impact upon mental health due to isolation from the COVID-19 pandemic. Supposedly, there is a concern for students with preexisting mental health illness having a decline in function. However, the opposite occurred since students with no record of preexisting mental health issues displayed a decline in mental function. This was due to the nature of isolation from loved ones, friends, and peers at the college environment. There is a clear need for interaction for students in the classroom setting for improved mental function (Hazma et al., 2021). Professors must be open to new styles of teaching for the students. Anxiety and depression have a negative impact upon cognitive function. Therefore, it is important to note these students may struggle with recollection of knowledge, completing tasks, and display an altered mental status. Students with a particular disability require individualized accommodations to succeed in the classroom. Not every disability is the same, so the accommodations given must vary from student to student (Garris & Fleck, 2020). The arrival of COVID-19 proved that all students do not learn by the same methods, disabled or non-disabled. Those who are disabled may require accommodations both online and with an in- person classroom setting. Even students who did not suffer from mental illness require peer contact to succeed with studies (Kourea et al., 2021). References Burt, D. B., Zembar, M. J., & Niederehe, G. (1995). Depression and memory impairment: A meta-analysis of the association, its pattern, and specificity. Psychological Bulletin , 117 (2), 285–305. https://doi.org/10.1037/0033-2909.117.2.285 Garris, C. P., & Fleck, B. (2020). Student evaluations of transitioned-online courses during the COVID-19 pandemic. Scholarship of Teaching and Learning in Psychology . https://doi.org/10.1037/stl0000229 Hamza, C. A., Ewing, L., Heath, N. L., & Goldstein, A. L. (2021). When social isolation is nothing new: A longitudinal study on psychological distress during COVID-19 among
university students with and without preexisting mental health concerns. Canadian Psychology/Psychologie Canadienne , 62 (1), 20–30. https://doi.org/10.1037/cap0000255.supp Kourea, L., Christodoulidou, P., & Fella, A. (2021). Voices of undergraduate students with disabilities during the COVID-19 pandemic: A pilot study. European Journal of Psychology Open , 80 (3), 111–124. https://doi.org/10.1024/2673-8627/a000011 Unit 2 Discussion 2 For college students, it is important to have mindfulness of surroundings and of the self when there is a mental illness present, such as anxiety or depression. Many student learners have trouble navigating surroundings when overwhelmed or stressed, and this in turn takes a harmful impact upon the self, inflicting the mind with negative thoughts. These disabled individuals feel more in control and at ease if there is a constant, or a routine, that helps them decompress and manage everyday life (MacDonald & Olsen, 2020). To be consciously aware of the self or the surroundings, an individual has to be able to feel confident, or feel in control, in order to progress with life (Kihlstrom, 2022). With these two articles, I will use the research to demonstrate how disabled students may feel disconnected from the self or not in control of their surroundings, which presents with an negative impact upon studies. References Kihlstrom, J. F. (2022). Consciousness, the unconscious, and the self. Psychology of Consciousness: Theory, Research, and Practice , 9 (1), 78–92. https://doi.org/10.1037/cns0000285 MacDonald, H. Z., & Olsen, A. (2020). The role of attentional control in the relationship between mindfulness and anxiety. Psychological Reports , 123 (3), 759–780. https://doi.org/10.1177/0033294119835756
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