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. Due tothese traumatic events, students develop signs and symptoms of Post-TraumaticStress Disorder (PTSD), Acute Stress Disorder (ACD), depression and other casesof 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 doesnot only affect a person’s mental health but also their physical well-being. Itsvictims experience physical illnesses that are unrelated to any injury theyexperience. Moreover, according to Cheshire (n.d.), we become shocked, oralways ready to fight or escape, or even shutting ourselves off from oursurrounding if our systems engulfed by different traumatic events. Simultaneouslyit brings pain conditions and restricting the healthy functioning of all oursystem because our physical body tends to tighten or contract.
Furthermore,Scaer (n.d.) said that “… stress and trauma can directly affect the humanbrain and its operation. If brain operates in abnormal way it might damage thebody …”.The symptoms of trauma may occur if the traumatic events are keep inthe brain that regulate in the body (Scaer, 2007). 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.According to Iijima (1998), among the students general population, lawstudents are the one who have been experiencing a great amount of dysfunctionaldistress. They were more dysfunctional in all categories of psychiatricdistress than that of the general public and medical students. Shanfield (1985) proved the claim as they conduct a study comparing medical andlaw students’ psychological distress.
They found out that law students weremore uncertain to their career and they lack commitment with the legaleducation, which may be a factor of their distress. Law students’ distressbecome constant and been sustained as they progress through their legal education.However Iijima’s study opposed, she stated that law students becamedysfunctional few months after they