Date of Award

2022

Document Type

Doctoral Research Paper

Degree Name

Psy.D.

Department

Graduate School of Professional Psychology

First Advisor

Laurie Ivey, Psy.D.

Second Advisor

Jennifer Tippett, Psy.D.

Third Advisor

Thomas Davidson, Psy.D.

Keywords

Attention Deficit Hyperactivity Disorder, ADHD, Learning disabilities, PsyD, Advisor, Support

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Abstract

Among psychologists and doctoral psychology students, 14.3% and 10.7% reported having Attention Deficit Hyperactivity Disorder (ADHD) or learning disabilities (LD), respectively; 67.3% of those with any disability experienced disability-related impediments and discrimination during graduate school or the application process (Lund et al., 2014). This paper is focused on assessing current PsyD program supports for students with ADHD/LD from a faculty advisor perspective. Specifically, this research assesses the faculty advisor-advisee relationship, as well as available support services and resources. Data was collected from an anonymous survey and utilized an empirical mixed-methods approach. Three themes emerged from the study: (1) Advisors lack knowledge and understanding of program policies and protocols for supporting students with diagnosed or suspected ADHD/LD; (2) Concerns about the complexities of communication dynamics related to diagnosed or suspected ADHD/LD are prevalent; (3) Advisors underscored various barriers for graduate students to utilize academic support services. Findings of this research also showed that the majority of PsyD programs do not have formal guidelines or protocols around discussing diagnosed or suspected ADHD/LD with advisees. Results indicate that systemic change is warranted for how to support PsyD students with ADHD/LD.

Extent

34 pgs

Paper Method

Empirical - Mixed

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