General Adaptation Syndrome (GAS)
General Adaptation Syndrome (GAS)
So often, we find that low retention and GAS can coincide, and can create strain. The first step is to recognize that GAS can occur at any time and to any learner. While we cannot always stop GAS, we can certainly offer methods to lessen its affects both on the learner and on others.
It must be realized that GAS can not only affect a single learner, but can create a cascading effect that can result in lower spirits. For example, many courses contain teams or groups. If even one learner in a group is suffering from GAS, the remaining group members can immediately feel uncomfortable.
A fellow instructor posted, “The same thing that affects new student also effect new hires within the career filed. We call GAS reality shock in the nursing field. Most grads burn out the first year. We build in our curriculum achievable mile markers to encourage the students to continue to work hard and learn. We also discuss reality shock, as a normal process to growing and learning and coping strategies to manage it; such as, our new students are taught skill by our mature students in our program (since they can enter anywhere in the wheel). The mentoring helps the new students develop camaraderie.â€
This excellent example notes that any area of study, especially those that require a significant or new effort, can easily cause GAS in learners.
How can we avoid GAS or help to mitigate it?
From an Instructor Viewpoint, GAS is always a possibility from any learners, whether new to the program, or a veteran. As such, our best line of defense is “shock reductionâ€. If learners understand and can relate to a program that they are entering, through kindness, communication, and discussion, perhaps in many cases, GAS can be avoided.
Ami,
I really appreciated your last comment about "kindness and communication" in relation to students dealing with the effects of GAS. There is a book entitled, "Why Zebras Don't Get Ulcers" by Robert M. Sapolsky. The author references the work of Hans Selye. It is an excellent treatise on stress. Thanks!
I simply offer positive words of encouragement.
Ruth,
It's great to hear that you are talking with students who are experiencing stress. What do you do with students who don't open up to you?
Loren Kroh
I have been teaching for almost twent years now, and am able to recognize for the most part when a student is experiencing an unusual amount of stress. I may call the student aside if his or her grades are suffering, and ask them directly what is happening. I find that most students will actually talk and tell you what is going on, if they feel you care enough to ask. Sometimes just talking about theri situation helps to reduce some of the stress that they are feeling, especially if you give them hope that they can still succeed in your class.
