Collegiate Recovery Programs: Helping College Students in Recovery Succeed

2020 ◽  
Vol 34 (2) ◽  
pp. 58-72
Author(s):  
Bruce J. Reed ◽  
Andrea P. Almaguer-Botero ◽  
Saara Grizzell ◽  
Justin Watts
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Rehabilitation Counselors ◽  
Evidence Based ◽  
Historical Overview ◽  
Program Administrators ◽  
Program Evaluations ◽  
Recovery Programs ◽  
Student Supports ◽  
Effective Program

College recovery services are designed to provide necessary supports for college students with issues related to substance use disorders to be successful in postsecondary education. However, as a still emerging form of student supports, major issues remain such as funding, the utilization of evidence-based interventions, effective program evaluations, and the need for more empirical research. This article provides a historical overview of Collegiate Recovery Programs (CRPs) and an examination of current issues facing the field; it concludes with recommendations for program administrators, researchers, and rehabilitation counselors.

What Works to Reduce Victimization? Synthesizing What We Know and Where to Go From Here

2016 ◽  
Vol 31 (2) ◽  
pp. 285-319 ◽  
Author(s):  
Kathleen A. Fox ◽  
John A. Shjarback
Keyword(s):  
Quality Of Life ◽  
Sexual Abuse ◽  
Intimate Partner Violence ◽  
Partner Violence ◽  
Intimate Partner ◽  
Evidence Based ◽  
Program Evaluations ◽  
What Works ◽  
Future Program

While some attention has been paid to “what works” to reduce crime, little is known about the effectiveness of programs designed to reduce victimization. This study systematically reviews 83 program evaluations to identify what works to (a) reduce victimization, (b) enhance beliefs/attitudes about victims, and (c) improve knowledge/awareness of victimization issues. Evidence-based findings are organized around 4 major forms of victimization, including bullying, intimate partner violence, sexual abuse, and other general forms of victimization. Determining whether certain types of programs can reduce the risk of victimization has important implications for improving people’s quality of life. Based on our findings, we offer several promising directions for the next generation of research on evaluating victimization programs. The goal of this study is to improve the strength of future program evaluations, replications, and other systematic reviews as researchers and practitioners continue to learn what works to reduce victimization.

scholarly journals Uncovering whiteness as discourse: A critical discourse analysis of the in-state resident tuition debate for undocumented students in Texas

2021 ◽  
Vol 29 ◽  
pp. 52
Author(s):  
Nicholas Tapia-Fuselier ◽  
Veronica A. Jones ◽  
Clifford P. Harbour
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Postsecondary Education ◽  
The United States ◽  
Critical Discourse ◽  
Policy Discourse ◽  
Structural Barriers ◽  
State Resident ◽  
Undocumented College Students

Undocumented college students in the United States encounter a number of structural barriers to postsecondary education success, including disparate in-state resident tuition (ISRT) policies across the country. Texas, the first state to establish ISRT benefits for undocumented college students, has been a site of tension respective to this issue over the last 20 years. In fact, there have been eight legislative attempts to repeal the state’s affirmative ISRT policy. In order to investigate this ongoing ISRT debate in Texas, we used critical discourse analysis methods to analyze the implicit and explicit messages communicated in the policy and surrounding policy discourse. Our conceptual framework, grounded in three constructs of critical whiteness studies including ontological expansiveness, color evasiveness, and individualization, allowed us to uncover whiteness as a pernicious undergirding force within this policy discourse.

Self-Monitoring to Support the Goals of Students With Autism on College Campuses

2021 ◽  
pp. 004005992110525
Author(s):  
Emma K. Watson ◽  
Leslie Ann Bross ◽  
Jonathan M. Huffman
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Service Providers ◽  
Autism Spectrum ◽  
College Instructors ◽  
Transition Age Youth ◽  
Self Monitoring ◽  
Tangible Object ◽  
Students With Autism ◽  
Pencil And Paper

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider.

Mentoring.ca: types of mentoring programs featured on Canadian postsecondary education websites

2020 ◽  
Vol 9 (3) ◽  
pp. 279-290
Author(s):  
Kelly Hobson ◽  
Z.W. Taylor
Keyword(s):  
Postsecondary Education ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Content Type ◽  
Program Administrators ◽  
Online Presence ◽  
Shared Information ◽  
Faculty Mentorship ◽  
The University

PurposeNo research to date has explored mentoring programs on Canadian postsecondary institution websites or the kinds of mentoring programs, if any, that are present online. This study examined 96 unique Canadian postsecondary institutional websites and the online presence of 420 unique postsecondary mentoring programs.Design/methodology/approachThe researchers employed content analysis and emergent coding strategies to evaluate mentoring program information published on Canadian postsecondary websites.FindingsThe findings suggest that most mentoring programs with an online presence were peer (student-to-student or faculty-to-faculty) programs, followed by community member-to-student programs. Further, few programs (16) were student-to-faculty oriented, indicating that students could struggle to seek faculty mentorship if they desired it. However, of the 420 programs with an online presence, dozens of programs lacked enough information for the researchers to determine the stakeholders or purpose of the programs.Originality/valueAs the first study of its kind to evaluate mentoring program communication on Canadian postsecondary websites, this work informs mentoring program administrators on how to better communicate what their programs offer. Certain Canadian postsecondary institutions had an online presence for many more programs than did other institutions; for example, the University of Waterloo shared information on their website about 21 unique mentoring programs on its campus, whereas MacEwan University shared information about just two unique programs. This chasm represents a great deal of future research into the practice of how professionals communicate mentoring programs on postsecondary websites.

scholarly journals Psychological Heterogeneity Among Honors College Students

2018 ◽  
Vol 41 (3) ◽  
pp. 242-272 ◽  
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross ◽  
Sakhavat Mammadov ◽  
Thomas J. Ward ◽  
Kristie Speirs Neumeister ◽  
...  
Keyword(s):  
College Students ◽  
Suicidal Ideation ◽  
Big Five ◽  
Online Survey ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Residence Life ◽  
Honors College ◽  
Program Administrators ◽  
Honors College Students

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students ( N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced psychological support. The largest profile (35% of students) had extraversion scores above the norm, but all other profiles had introverted scores below the norm. Neuroticism scores were also higher than the norm in the introverted profiles, which represented a majority of the honors college students.

scholarly journals Where to Go From Here? Toward a Model of 2-Year College Students’ Postsecondary Pathway Selection

2019 ◽  
Vol 48 (2) ◽  
pp. 107-132 ◽  
Author(s):  
Kelly R. Wickersham
Keyword(s):  
College Students ◽  
Decision Making ◽  
Postsecondary Education ◽  
Student Mobility ◽  
Empirical Work ◽  
Decision Making Process ◽  
Theory Approach ◽  
Grounded Theory Approach ◽  
Postsecondary Pathways

Objective: Empirical work explaining student mobility, particularly postsecondary pathways among 2-year college students, remains limited. This study examines the underlying process that drives 2-year college students into one or more pathways as they navigate higher education. Method: Drawing upon survey, transcript, and interview data from one transfer-focused and two comprehensive community colleges in a Midwestern state, this study uses a grounded theory approach to develop a conceptual model to understand college students’ decision-making process when choosing among competing postsecondary pathways. Results: The resulting College Pathway (Re)Selection Model Among Beginning 2-Year College Students contained two categories—lifetime decision-making and short-term decision-making—that defined the purposes of students’ decisions as they navigate postsecondary education. Within the categories, 2-year college students described the role of payoff, fit, transferability, place, flexibility, and mobility in their decision-making process. Contributions: This study offers a new model that explains what shapes 2-year college students’ decisions and challenges notions of postsecondary pathways, student progress, success, and completion in the context of 2-year college students’ fluid lives and goals.

Postsecondary Attitudes Toward Persons with Disabilities: A Comparison of College Students With and Without Disabilities

2005 ◽  
Vol 36 (3) ◽  
pp. 24-31 ◽  
Author(s):  
Thomas D. Upton ◽  
Dennis C. Harper ◽  
John Wadsworth
Keyword(s):  
College Students ◽  
Rehabilitation Counselors ◽  
Future Research ◽  
Persons With Disabilities ◽  
Midwestern University

This study compared disability knowledge, frequency and intensity of contact, and multidimensional and disability-specific attitudes of 923 college students with (n = 71) and without (n = 852) disabilities at a large Midwestern university. Data indicated participants with disabilities rated themselves as having more extensive disability knowledge and greater frequency and intensity of disability contact as compared to participants without disabilities. Furthermore, scenario date suggested (a) participants with disabilities perceived the subjects of the scenarios as more deserving of college educational accommodation than did their peers without disabilities, (b) both groups of participants chose subjects of scenarios with more obvious educational limitations as deserving of accommodation more frequently than they chose subjects with less obvious limitations, and (c) out of 10 types of educational accommodation, all participants selected similar accommodations across the 12 presented disabilities. Study implications for rehabilitation counselors and future research are suggested.

College Freshmen's Perceptions of Their High School Experiences

2009 ◽  
Vol 20 (3) ◽  
pp. 438-471 ◽  
Author(s):  
Cynthia Hudley ◽  
Roxanne Moschetti ◽  
Amber Gonzalez ◽  
Su-Je Cho ◽  
Leasha Barry ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Peer Group ◽  
First Generation Students ◽  
Strong Argument ◽  
Positive Attitudes ◽  
Talented Students

Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

scholarly journals Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan

2019 ◽  
Vol 43 (5) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Resource Sharing ◽  
English Language ◽  
Language Teachers ◽  
Program Administrators ◽  
Reasonable Accommodations ◽  
Inclusive Learning ◽  
English Language Teachers

As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において，障がいのある学生（SWDs）が徐々に認められつつある中，英語教育者，プログラム管理者，カリキュラムデザイナーが，そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は，日本の高等教育機関の現在のSWDsの状況の概要を述べた後，言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し，また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと，研究と情報共有を通して，言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ，締めくくりとする。

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