Author: Amber M. O'Shea
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
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Book Description
Given the increasing number of undergraduate students with psychiatric disabilities enrolling in college and the disproportionately high attrition rates among this group, it is important that researchers understand the experiences of these students and identify and address the barriers to higher education that face this population. While most college campuses make a number of modifications, accommodations, and services available to students with registered disabilities, researchers suggest that many students with psychiatric disabilities fail to either register or make effective use of such services. Research has found that the endorsement of disability identity impacts the proactive utilization of valuable academic accommodations and promotes students' academic success. However, little is known about how disability identity is shaped and maintained within the context of college. Still, even less is known about the experiences of students with psychiatric disabilities or how they construct meaning pertaining to their disability within college. The current study explored the processes by which undergraduate students with psychiatric disabilities make meaning of their disability identity through interaction and participation within the college context. Furthermore, I explored students' decisions regarding disability disclosure and the utilization of support services as one means of understanding a motivated action indicative of disability identity. I employed an interpretative phenomenological approach to gain insight into the perceptions, meaning making, and lived experiences of undergraduate college students with psychiatric disabilities regarding the contextualized construction of disability identity. The results of the analysis suggest that disability identity is dynamic and constructed through interactions with others and participation in various activities and experiences presented in the college environment. These findings contribute to the literature on identity formation in college students with psychiatric disabilities and provide important implications for theory, research, and practice.
Author: Yeana W. Lam
Publisher:
ISBN: 9781339472195
Category :
Languages : en
Pages : 160
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Book Description
The primary intention of the study was to examine quantitatively the relationship between disability identity and the frequency of accommodation usage, with the inclusion of more conventional predictors (i.e., psychological empowerment, knowledge of accessing supports, and perceived usefulness of accommodations) as part of the process in linking the two variables. To address this research question, the study adopted the theoretical frameworks of social identity theory and social theories of disability in order to explore and attempt to validate the structure of a multifactorial disability identity construct. The study then investigated the connection that accommodation usage might share with disability identity and other predictors. As a secondary research question, this research also sought to uncover the potential relationship among these variables and academic achievement.
Author: Laura Carolyn Murray
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This dissertation study employs an exploratory sequential mixed methods design to investigate how emerging adults with psychiatric disabilities plan for and transition to and through college. Special attention is paid to how disclosure of disability status in educational contexts can influence both educational and recovery outcomes. Though more students with psychiatric disabilities attend American colleges and universities than ever before (Gallagher, 2014), little is known about their educational experiences prior to arrival in higher education or the strategies they employ to navigate college once there. Taking a strengths-based approach grounded in disability theory, the study conceives of college as a realistic goal for many, as well as a potentially powerful context for continued recovery and optimal development. The study investigates how students with mood, anxiety, and psychotic disorders matriculate into college and persist in pursuing educational and personal goals. Qualitative data consists of multiple semi-structured interviews with each of 26 participants, and quantitative data consists of surveys completed by 22 of these participants, as well as 56 additional anonymous respondents (total n = 78). Interviews were analyzed through a process informed by grounded theory (Glaser & Strauss, 1967), leading to the emergence of three key theoretical constructs representing essential processes in successful college transitions for students with psychiatric disabilities: (1) Strategically Disclosing Aspects of Mental Health; (2) Constructing a Recovery Identity; and (3) Participating in College and Experiencing Social and Academic Integration on Campus. An over-arching grounded theory of Education for Rehabilitation, is then proposed, marrying the above individual-level findings with institutional-level recommendations to better support students' recovery and educational journeys.Next, an online survey informed by the above qualitative findings was developed to further investigate college transition experiences with a larger sample. Items address respondents' diagnoses and treatment histories; high school experiences; choices surrounding mental health disclosures in educational contexts; college planning and application activities; and use of academic accommodations in higher education. The survey also includes measures of institutional integration in college (IIS, French & Oakes, 2004), self-perceived recovery (RAS, Corrigan et al., 1999; Corrigan et al., 2004), and a new pilot measure of disclosure. Over-all level of mental health disclosure in college is significantly greater than over-all level of disclosure in high school. In addition, disclosure in college is significantly and positively correlated with IIS and RAS total scores, as well as with use of on-campus counseling services. Implications for supporting students' "strategic disclosures" in order to promote recovery as well as social and academic integration in educational contexts are explored. Ultimately, qualitative themes are merged with select quantitative findings to paint a nuanced picture of the experience of college preparation, transition, and ongoing recovery for students. Recommendations to inform policy and practice at both the individual and institutional levels are proposed, and a call for change, or rehabilitating higher education to better support integrated learning and recovery for students with psychiatric disabilities is made.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309124123
Category : Medical
Languages : en
Pages : 213
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Book Description
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
Author: Karen V. Unger
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 220
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Book Description
Easy-to-understand explanations of legislation, behavioral intervention, medication, and other complex topics, as well as stories of real-life experiences from onset through recovery make this an invaluable resource.
Author: Gail M. Zimmerman
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 406
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Book Description
Author: Heidi Levine
Publisher: John Wiley & Sons
ISBN: 1119359376
Category : Education
Languages : en
Pages : 116
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Book Description
In recent years, there has been heightened attention paid to the mental health needs of college students, the range and scope of these issues, and the challenges related to providing mental health services. Counseling center data, changing legal mandates and anecdotal reports from senior practitioners all point to the growing complexity of managing these issues. This volume examines clinical issues for student affairs professionals beyond the counseling center– addressing how campuses can be prepared for and respond to mental health issues. It helps readers cultivate a community-centered understanding of and sense of shared responsibility for promoting mental health, knowledge about best practices for service provision, and strategies for dealing with mental health issues pertaining to specific student populations and issues within the environment. Topics covered include: Contextual and foundational information related to current student mental health trends, Mental health aspects of certain populations including military-connected students, students on the autism spectrum, and international student, Bigger-picture, systemic issues related to mental health faced by colleges and universities, and Future directions of mental health on campuses. This is the 156th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Author: Maegan Frierson
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
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Book Description
Psychiatric disabilities are prevalent in today’s society. Mental health problems can negatively impact a student’s academic performance and physical, emotional, cognitive, and social well-being (Gallagher, 2012). For students experiencing psychiatric challenges in higher education, it takes support, resources, and accommodations to help with academic success, but some students encounter barriers that divert them from seeking assistance. This project analyzes student identity theory and research to determine the need for a survey questionnaire to be implemented at Grand Valley State University. This survey will benefit the entire campus community by surveying first semester undergraduate and graduate students to gain a better understanding of student’s perceptions about counseling services and how to better educate and engage students a t GVSU. The hopes of this questionnaire is not diagnose students’ current mental health, rather to determine the barriers and challenges inhibiting students from using services that assist with managing psychiatric disabilities.
Author: Linda Ware
Publisher: Springer Nature
ISBN: 3030353095
Category : Education
Languages : en
Pages : 228
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Book Description
This edited volume includes chapters on disability studies organized around three themes: Theory, Philosophy and Critique. Informed by a range of scholars who may or may not fashion their work beneath the banner of disability studies in explicit terms, it draws connections across a range of identities, knowledges, histories, and struggles that may, on the face of the text seem unrelated. The chapters are cross-categorical and interdisciplinary for purposes of complicating disability studies across international contexts and multiple locations that consider practice-oriented and intersectional approaches for analysis and advocacy. This integrative approach heralds more powerful ways to imagine disability and the conversation on disability.
Author: Mary Fuller
Publisher: Routledge
ISBN: 113603398X
Category : Education
Languages : en
Pages : 222
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Book Description
How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment. Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.
