Download or read book Identity of College Students with Psychiatric Disabilities and Use of Support Services written by Amber M. O'Shea and published by . This book was released on 2016 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Identity and Psychological Empowerment on Accommodation Usage and Achievement for College Students with Disabilities written by Yeana W. Lam and published by . This book was released on 2015 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book College in Mind written by Laura Carolyn Murray and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Mental Health Substance Use and Wellbeing in Higher Education written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2021-03-05 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Handbook on Supported Education written by Karen V. Unger and published by . This book was released on 1998 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Study of the Organizational Factors Influencing the Access of Students with Psychiatric Disabilities to Disability Support Services a Dissertation written by Gail M. Zimmerman and published by . This book was released on 2004 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Student Mental Health written by Heidi Levine and published by John Wiley & Sons. This book was released on 2017-01-13 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Influence of psychiatric disabilities on students in post secondary education and their impact on the campus community written by Maegan Frierson and published by . This book was released on 2015 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Improving Disabled Students Learning written by Mary Fuller and published by Routledge. This book was released on 2013-05-13 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Trade Agreement Procedures written by and published by . This book was released on 1948 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Disability in Higher Education written by Nancy J. Evans and published by John Wiley & Sons. This book was released on 2017-03-06 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.
Download or read book Academic accommodations for college students with psychiatric disabilities written by Joelle I. Broffman and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Critical Readings in Interdisciplinary Disability Studies written by Linda Ware and published by Springer Nature. This book was released on 2020-03-13 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Mental Health Issues and the University Student written by Doris Iarovici and published by JHU Press. This book was released on 2014-03-01 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Case-based intervention strategies for mental health professionals working with college and university students. Young adults enter college with many challenges—complicated family dynamics, identity issues, and extreme pressure to succeed, among others. Students may also have mental health difficulties, ranging from adjustment disorders to mood disorders, and growing numbers of them are seeking help on campus. But these students are also resilient and eager to learn, stepping onto campus with hope for a new and better phase of life. Doris Iarovici, a psychiatrist at Duke University Counseling and Psychological Services, sees in college and university mental health services an opportunity for mental health professionals to bring about positive change with young people during a crucial period of their development. Dr. Iarovici describes the current college mental health crisis and narrates how college mental health services have evolved along with changes in student populations. She discusses students’ lifestyle problems and psychiatric concerns, using case vignettes to explore a variety of interventions. Included are discussions of substance abuse, relationship difficulties, eating disorders, depression and anxiety, and culture clashes. Problems uniquely addressed in this book include sleep disturbances and perfectionism. An essential component of the volume is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.
Download or read book COLLEGE STUDENTS WITH DISABILITIES MOTIVATION TO UTILIZE DISABILITY SUPPORT SERVICES written by Rachel Heather Meyer and published by . This book was released on 2012 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.
Download or read book Negotiating Disability written by Stephanie L. Kerschbaum and published by University of Michigan Press. This book was released on 2017-11-15 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.
Download or read book Ending Discrimination Against People with Mental and Substance Use Disorders written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-03 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Estimates indicate that as many as 1 in 4 Americans will experience a mental health problem or will misuse alcohol or drugs in their lifetimes. These disorders are among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment. Improving the lives of people with mental health and substance abuse disorders has been a priority in the United States for more than 50 years. The Community Mental Health Act of 1963 is considered a major turning point in America's efforts to improve behavioral healthcare. It ushered in an era of optimism and hope and laid the groundwork for the consumer movement and new models of recovery. The consumer movement gave voice to people with mental and substance use disorders and brought their perspectives and experience into national discussions about mental health. However over the same 50-year period, positive change in American public attitudes and beliefs about mental and substance use disorders has lagged behind these advances. Stigma is a complex social phenomenon based on a relationship between an attribute and a stereotype that assigns undesirable labels, qualities, and behaviors to a person with that attribute. Labeled individuals are then socially devalued, which leads to inequality and discrimination. This report contributes to national efforts to understand and change attitudes, beliefs and behaviors that can lead to stigma and discrimination. Changing stigma in a lasting way will require coordinated efforts, which are based on the best possible evidence, supported at the national level with multiyear funding, and planned and implemented by an effective coalition of representative stakeholders. Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change explores stigma and discrimination faced by individuals with mental or substance use disorders and recommends effective strategies for reducing stigma and encouraging people to seek treatment and other supportive services. It offers a set of conclusions and recommendations about successful stigma change strategies and the research needed to inform and evaluate these efforts in the United States.
