Concerns and Needs of University Students with Psychiatric Disabilities.

Enid Weiner · Judith L. Weiner

52 citations0/0 files storedThe Journal of Postsecondary Education and Disability

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Disability Education and Employment Higher Education Research Studies Student Stress and Coping

Abstract

A needs assessment employing individual interviews was administered to 24 university students with psychiatric disabilities. All of the students were participants in an on-site, supported education service for students with psychiatric disabilities. Five themes were identified as areas of concern: problems with focusing attention and organization, low self-esteem, problems with trust, stigma, and high levels of stress. The findings point to the need for comprehensive services for this particular population of students. The importance of a peer support group and a one-to-one relationship with a counselor and an academic advisor were seen as essential, in addition to career counselling and academic accommodations.

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References

1982Self concept: The interplay of theory and methods.1983The disabled state 1992Promoting Access, Accommodations, and Independence for College Students with Learning Disabilities

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2013Investigating the Relationship of Resilience to Academic Persistence in College Students With Mental Health Issues 2015Postsecondary study and mental ill-health: a meta-synthesis of qualitative research exploring students’ lived experiences 2009The Interrelationship of Self-Determination, Mental Illness, and Grades Among University Students 2008Students With Psychiatric Disabilities in Higher Education Settings 2013Supports and barriers to higher education and employment for individuals diagnosed with mental illness 2016Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury 2008Students with Psychiatric Disabilities on Campus: Examining Predictors of Enrollment with Disability Support Services.2015BEYOND SYMPTOMS? INVESTIGATING PREDICTORS OF SENSE OF CAMPUS BELONGING AMONG POSTSECONDARY STUDENTS WITH PSYCHIATRIC DISABILITIES

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