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ERIC Number: EJ1219200
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-8225
EISSN: N/A
Patterns of Academic Success and Engagement among College Students with Psychiatric Disabilities
McEwan, Robert C.; Downie, Robert
Journal of College Student Psychotherapy, v33 n3 p257-272 2019
In this descriptive study, the academic success (graduation rate, graduating grade-point-average, semesters to graduation) and the patterns of academic engagement (time from first to last enrollment, characteristics of the "time-outs" taken, between-semester volatility in grade-point-average) for five groups of students with psychiatric disabilities were compared with each other and compared with students with learning disabilities and with students from the regular student body. The results show that students with learning disabilities and those from the regular student body are the most successful followed by students with anxiety or depression and finally, those with bipolar disorder, dual anxiety/depression, or psychosis and/or schizophrenia. It is hypothesized that students with psychiatric disabilities experience barriers emanating from the self-advocacy model used in disability services offices, from a failure to respond to the unique learning profiles of these students, and from the highly structured environment of post-secondary institutions. Recommendations for reducing the negative impact of the barriers are presented.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A