The number of students with psychiatric disabilities attending institutions of higher education is on the rise. The increase in the number of students reporting psychiatric disabilities poses many challenges for college administrators in attempting to serve these students as they transition and adapt to college. The developmental processes typical of individuals transitioning and adapting to college may be disrupted for students with psychiatric disabilities due to the effects of their disability, which may impair or delay social and emotional development at a time when significant changes typically occur. The purpose of the study was to explore the personal, social, and institutional factors influencing the college transition and adaptation experiences for students with psychiatric disabilities.
A qualitative interview approach was used to explore the factors in depth through data gathered from interviews with 9 students with psychiatric disabilities, interviews with 4 university staff members, and the Student Adaptation to College Questionnaire (SACQ). A conceptual model that emerged from the literature was modified and used as a guide for describing the factors associated with the college transition and adaptation experiences of the student participants. The study concluded with implications for administrators and service providers to consider, and recommendations for future research.
University of Minnesota Ph.D. dissertation 2009. Major: Educational Policy and Administration. Advisor: David R. Johnson. 1 computer file (PDF); x, 201 pages, appendices A-E.
Personal, social, and institutional factors influencing college transition and adaptation experiences for students with psychiatric disabilities..
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