Date of Award
Doctoral Research Paper
Graduate School of Professional Psychology
Laurie Ivey, Psy.D.
Jennifer Tippett, Psy.D.
Thomas Davidson, Psy.D.
Attention Deficit Hyperactivity Disorder, ADHD, Learning disabilities, PsyD, Advisor, Support
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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.
Zimdars, Mac, "An Assessment of ADHD/LD Support in PsyD Programs from the Perspective of Faculty Advisors" (2022). Graduate School of Professional Psychology: Doctoral Papers and Masters Projects. 453.
Empirical - Mixed