scholarly journals Is There an App for That? Apps for Post-Secondary Students With Attention Hyperactivity Disorder (ADHD)

2020 ◽  
Vol 8 (10) ◽  
pp. 22
Author(s):  
Catherine S. Fichten ◽  
Alice Havel ◽  
Mary Jorgensen ◽  
Rosie Arcuri ◽  
Christine Vo
Keyword(s):  
Secondary Students ◽  
Service Providers ◽  
Daily Life ◽  
Academic Work ◽  
Post Secondary ◽  
Hyperactivity Disorder ◽  
Disability Service Providers ◽  
Students With Adhd ◽  
Google Play ◽  
Post Secondary Students

We compiled a comprehensive list of apps related to coping with academic work by post-secondary students with attention deficit hyperactivity disorder (ADHD) by examining 23 recent sources. Most of these were based on the opinion of single individuals, including persons with ADHD and experts. To discover relatively common apps, we summed the number of sources that mentioned each app and then checked with the Apple App Store and the Google Play Store to ensure availability in the summer of 2020. In the process it became apparent that while most apps directly supported schoolwork (e.g., calendars, timers, reminders) there were a variety of apps that, while not directly related to schoolwork, were apps that can support academic achievement by dealing with daily life demands (not ADHD therapy or assessment). We categorized apps related to both schoolwork as well as to aspects of daily life demands that can make academic work easier. Here we present the 20 most frequently mentioned schoolwork related apps and the eight most frequently mentioned daily life demands apps. Our findings suggest that if access coordinators, campus disability service providers, ADHD coaches and students with ADHD focus solely on schoolwork related apps, they will be missing an important part of the equation. They need to broaden their scope to ensure that students also have the help they need to structure and manage their daily life responsibilities, rather than simply focusing on doing schoolwork.

scholarly journals Digital Tools Faculty Expected Students to Use During the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses

2021 ◽  
Vol 9 (8) ◽  
pp. 24
Author(s):  
Catherine Fichten ◽  
Alice Havel ◽  
Susie Wileman ◽  
Mary Jorgensen ◽  
Rosie Arcuri ◽  
...  
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Post Secondary ◽  
Hyperactivity Disorder ◽  
Blended Courses ◽  
Problems And Solutions ◽  
Health Related ◽  
Inclusive Society ◽  
Post Secondary Students

Covid-19 resulted in a pivot to remote teaching and learning in most North American colleges and universities. All of a sudden faculty expected students to use a variety of digital technologies. Here we report on the technologies post-secondary students had to use and on the problems experienced by students with and without disabilities (e.g., mobility and visual impairments, attention deficit hyperactivity disorder, mental health related disabilities). In a sample of 24 post-secondary students, we found a series of problems related to: software and platform issues; connectivity; how professors managed their courses; classmates’ computer behaviors; and equipment issues. We also learned about several beneficial practices and ways to avoid problems that can be retained for future hybrid and blended courses. By giving a voice to post-secondary students our research can inform policies and practices to create a more resilient and inclusive society.

scholarly journals Post‐secondary students with symptoms of psychosis: A mixed‐methods systematic review

2020 ◽  
Vol 29 (4) ◽  
pp. 590-607
Author(s):  
Victoria A. Sanderson ◽  
Amanda Digel Vandyk ◽  
Ian D. Graham ◽  
Sophie Lightfoot ◽  
Mackenzie Murawsky ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals Cross-Sectional Trend Analysis of the NCHA II Survey Data on Canadian Post-Secondary Student Mental Health and Wellbeing from 2013 to 2019

2021 ◽  
Author(s):  
Brooke Linden ◽  
Randall Boyes ◽  
Heather Stuart
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Secondary Students ◽  
Help Seeking ◽  
Female Students ◽  
Male Students ◽  
Post Secondary ◽  
Health Related ◽  
Over Time ◽  
Post Secondary Students

BACKGROUND: Canadian post-secondary students are considered to be at risk for chronic stress and languishing mental health, but there has been no longitudinal analysis of the available population-level data. The purpose of this study was to examine trends in the overall and sex-specific prevalence of self-reported stress, distress, mental illness, and help seeking behaviours among Canadian post-secondary students over the past several years. METHODS: Using the 2013, 2016, and 2019 iterations of the National College Health Assessment II Canadian Reference data, we conducted a trend analysis for each variable of interest, stratified by sex. The significance and magnitude of the changes were modelled using cumulative linked ordinal regression models and log binomial regression models.RESULTS: With few exceptions, we observed significant increases over time in the proportion of students reporting symptoms of psychological distress, mental illness diagnoses, and help seeking for mental health related challenges. Female students reported a higher level of stress than male students, with a statistically significant increase in the stress level reported by female students observed over time. In all cases, larger proportions of female students were observed compared to male students, with the proportion of female students who self-reported mental illness diagnoses nearly doubling that of males. CONCLUSIONS: Our analysis indicated that the proportion of students self-reporting mental health related challenges, including stress, psychological distress, and diagnosed mental illnesses increased between the 2013, 2016 and 2019 iterations of the NCHA II conducted among Canadian post-secondary students.

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