Diagnosis and treatment of academic frustration syndrome

A random sample of medical students was compared with others who were unable to cope with unanticipated academic frustration. The noncoping students demonstrated higher levels of debilitating anxiety and lower levels of facilitating anxiety while their perceptions of locus of control tended to be more extreme. No difference was found in study habits and attitudes. Techniques of attribution therapy and desensitization in the counseling of these students proved to be effective in improving coping behavior in six of seven cases.