UNDERSTANDING STUDENTS WITH CONVERSION REACTION SYNDROME: A PROPOSED CHC-MHC-FWC FRAMEWORK

Authors

  • Chong Lee Wong

DOI:

https://doi.org/10.46827/ejse.v0i0.1515

Keywords:

conversion reaction syndrome, Cattell-Horn-Carroll theory, model of hierarchical complexity, feelings wheel chart

Abstract

Conversion Reaction Syndrome (CRS) is used to denote individuals who exhibits psychological stress and then converts by reacting it into physical ways. Symptoms in CRS can vary in severity and may affect movement (weakness or paralysis, loss of balance, and seizures) or senses (vision problems, hearing problems, speech problems that results in slurred speech). Psychological stress in students with learning difficulties may come from parental and teachers’ expectations, peer pressure, poor academic performance, and the inability to cope with stress. With the passage of time, these stress will be induced and gradually be converted into observable behaviors, usually exhibited with the purpose of avoidance. Currently, there is no operational definition of CRS in the field of special education. In this conceptual paper, the author provides an introduction of CRS, proposes a CHC-MHC-FWC framework to understand the syndrome better, and how it affects students’ learning.

 

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References

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Published

2018-03-24

Issue

Vol 3, No 3 (2018)

Section

Articles

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