A Pedagogical Approach to Assist Learners with a Generalized Anxiety Disorder.

Abstract

The Purpose of this paper is to investigate a potential pedagogical approach that might improve the learning environment for students presenting with a generalised anxiety disorder. Generalised anxiety disorder, comes under the banner of mental health and is classified as a disability. (AHEAD 2020). The research objectives for this study are as follows: 1. To establish a context for mental health in higher education. 2. To identify if stigma is a barrier to learning for students with anxiety. 3. To identify the skills deficit in students with a generalised anxiety disorder. 4. To investigate a potential pedagogical approach that might foster skill deficits in students with a generalised anxiety disorder A review of the literature pertaining to generalised anxiety disorder identifies both physical and psychological impacts and how in turn, this affects learning. The literature also identifies institutional barriers to learning such as disclosure of mental health problems and associated stigma. Skill deficits such as self-advocacy, self-regulation and self-determination appear to be prominent in students with anxiety. The primary research set out to investigate how experienced lecturing staff can help develop these skill deficits in students with anxiety. The research methodology undertaken for this study followed an interpretivist / pragmatic approach using qualitative research. Primary data was gathered through eight semi - structured interviews. The findings from the secondary and primary research provides useful insights, into how to foster skill deficits in both students with anxiety and all other students. Recommendations for future research include a longitudinal study. This might provide for more informed solutions that would improve the learning environment for students with a generalised anxiety disorder.