A lot of factors may cause a students’ distress, and its
effects negatively impacts their school performance making them being unable to
focus and concentrate which decrease their level of competency. According to
Lambert, J. et al. (2014), phenomenon like natural disasters and terror
attacks, or those events that are not controlled by the students are some of
the major reasons of their distress. Philips & Herlihy (2009) supported the
claim and they said that natural disasters and devastations may greatly impact
school campuses anywhere.  Advancement of
media technology has a huge contribution to this because it has been a medium
for students’ exposure to traumatic events as it is instantly reported in the
news media which provide virtual closeness to what’s happening around the globe
(DeRoma et al., 2003; Lindsey, Fugere, & Chan, 2007). Furthermore, Kim
(2016) stated that besides from natural disasters and terrorism, some examples
of traumatic events that also significantly affected a person’s distress are
death of a family member, parental abandonment, domestic abuse, rape and
serious illness. These circumstances were no doubt been experienced by many of
the students across the globe. Due to these traumatic events, students develop
signs and symptoms of Post-Traumatic Stress Disorder (PTSD), Acute Stress
Disorder (ACD), depression and other cases of mental distress that are at a high
level of increasing risk rate (Hawdon & Ryan, 2012).

        According to
Iijima (1998), among the students general population, law students are the one
who have been experiencing a great amount of dysfunctional distress. They were
more dysfunctional in all categories of psychiatric distress than that of the
general public and medical students. Shanfield & Benjamin (1985) proved the
claim as they conduct a study comparing medical and law students’ psychological
distress. They found out that law students were more uncertain to their career
and they lack commitment with the legal education, which may be a factor of
their distress. Law students’ distress become constant and been sustained as
they progress through their legal education. However Iijima’s study opposed,
she stated that law students became dysfunctional few months after they started
law school and experiences increased dysfunction as they progress through their
legal education. Further more 

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