Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

Fleming, Allison R.; Edwin, Mary; Hayes, Jeffrey A.; Locke, Benjamin D.; Lockard, Allison J.

doi:10.1037/rep0000193

Cited by 22 publications

(16 citation statements)

References 47 publications

(75 reference statements)

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“…Students with chronic illnesses face unique challenges, as they often move away from support networks [24], negotiate a new student identity [25] and face stigma and discrimination on university campuses [26]. O'Shea and Kaplan [27] found that students with psychiatric illnesses were engaged in a continuous process of meaning-making at an individual and social level to understand their disability.…”

Section: Students and Chronic Illnessesmentioning

confidence: 99%

Feeling like ‘a damaged battery’: exploring the lived experiences of UK university students with ME/CFS

Waite

Elliot

2021

Fatigue: Biomedicine, Health & Behavior

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Introduction: Research regarding students with myalgic encephalomyelitis (ME)/Chronic Fatigue Syndrome (CFS) has been limited. This study aimed to understand how their subjective well-being had been affected by their condition by exploring their experiences and sense-making processes. Methods: Semi-structured interviews were conducted with eight students using video-calling software and were enriched by asking participants to think of a metaphor to describe their illness. Interpretative Phenomenological Analysis was used to analyze the interviews. Results: Three themes were developed: University as (de)legitimizing, Negotiating disclosure and Loss and adaptation. Rosenberg's conceptualization of self-esteem was used as a framework to explore the findings as it reflected participants' accounts and provided an insight into their subjective well-being. Participants discussed their reduced self-esteem through experiences of delegitimization and stigma at their universities, as well as how they became more accepting of their illness and increased their self-esteem. Conclusion:This study provides an understanding of how the lives of students with ME/CFS have been affected by their condition, including their experiences at university and in their social context. Participants raised potential avenues in which universities can act in a supportive manner to be empowering and enhance self-esteem, which is important due to the debated nature of the illness.

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Section: Students and Chronic Illnessesmentioning

confidence: 99%

Feeling like ‘a damaged battery’: exploring the lived experiences of UK university students with ME/CFS

Waite

Elliot

2021

Fatigue: Biomedicine, Health & Behavior

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“…Furthermore, counselors at UCCs should work with students to cultivate resources and supportive networks on campus, encouraging the establishment of collaborative networks with other campus-based health services and disability-related services. Leveraging these resources and networks is likely to benefit students with disabilities as they provide opportunities for shared experiences and social support, which have been found to negatively predict academic distress (Fleming et al, 2018). Moreover, the provision of services to students with disabilities should not be the sole responsibility of offices of disability support services.…”

Section: Implications For Practicementioning

confidence: 99%

Examining the effectiveness of campus counseling for college students with disabilities.

O’Shea¹,

Kilcullen²,

Hayes³

et al. 2021

Rehabilitation Psychology

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Purpose: Campus counseling centers, which oversee the provision of mental health services, can play a vital role in supporting positive outcomes among college students in general; however, little remains known about the effectiveness of campus-based counseling for reducing academic and psychological distress among college students with disabilities. The purpose of the current study was to examine the effectiveness of individual campus-based counseling for students with disabilities and to determine whether the effectiveness of counseling varied by student disability status. Method: Data for the present study were gathered by the Center for Collegiate Mental Health from the 2016-2019 academic years. Participants consisted of help-seeking students with only psychiatric disabilities (n = 643), students with disabilities other than only psychiatric disabilities (n = 3,833), and students without a disability (n = 54,576). Results: Results indicated that students with disabilities demonstrated significantly fewer reductions in levels of psychological and academic distress than their nondisabled peers, and analyses further revealed variation by disability type. Conclusions: These findings advance our understanding of the effectiveness of campus counseling services for improving pertinent outcomes among help-seeking college students with disabilities. Implications for clinical practice, theory, and future research are discussed. Impact and ImplicationsThe findings reveal that while students with and without disabilities reported similar levels of general psychological distress at baseline, students with disabilities experienced fewer reductions in academic and psychological distress than students without disabilities over the course of treatment. These results suggest that campus-based counseling may be less effective at addressing and ameliorating academic and psychological stress in students with disabilities in comparison to their peers. Counselors and staff at university counseling centers should be aware of the issues and barriers that students with disabilities may face; however, they should also be mindful of their own implicit assumptions about the capacity of students with disabilities to succeed and should not assume that students' presenting concerns are limited to disability-related issues.

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“…Advisors should approach working with students with disabilities through the student engagement framework, placing the responsibility on advisors to connect these students to high-impact opportunities, instead of putting the onus on the students to seek out these opportunities themselves. Since stigma and disclosure are significant barriers for students with disabilities, advisors need additional professional development surrounding different aspects of disabilities and strategies to validate student concerns (Fleming et al, 2018). Faculty professional development that clearly identifies on-campus support available to students with disabilities, such as people, technology, and physical resources, will increase accessibility for these students.…”

Section: Implications For Practicementioning

confidence: 99%

Measuring the Differential Effects of Behaviors of Academic Advisors for Students with Disabilities

et al. 2020

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In prior scholarship, researchers identified barriers students with disabilities encounter in accessing academic advising, such as social stigma and hesitance to disclose. Through our study, we sought to inform advising practice by exposing the perceived deficit in services toward this population, uniquely evidenced by large data. The National Survey of Student Engagement academic advising data from 55,945 first-year students and 260 institutions were analyzed through multilevel models to measure differences in academic advising behaviors toward students with disabilities (10.12%) and the general population based on student self-reporting. Results illustrate that even when accounting for student backgrounds and institutional characteristics, academic advising behaviors were perceived as lower for students with disabilities, highlighting the need to intentionally improve services for these students.

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Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

Abstract: These results suggest the importance of several factors in understanding the presenting concerns of treatment-seeking students with disabilities and mitigating academic distress for this population. Additional areas for research are presented. (PsycINFO Database Record

Cited by 22 publications

References 47 publications

Feeling like ‘a damaged battery’: exploring the lived experiences of UK university students with ME/CFS

Feeling like ‘a damaged battery’: exploring the lived experiences of UK university students with ME/CFS

Examining the effectiveness of campus counseling for college students with disabilities.

Measuring the Differential Effects of Behaviors of Academic Advisors for Students with Disabilities

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