Webinars & Workshops
February 15, 2018 - Developmental Course and Treatment of ADHD during College
Presenter: Arthur D. Anastropoulos, Ph.D., University of North Carolina Greensborough & CHADD
In fall 2017, AHEAD offered two webinars in partnership with CHADD on understanding ADHD and providing access, support, and accommodations for students with ADHD. Continuing that partnership, this webinar begins with a description of the challenges and successes that college students with ADHD experience from their first year in college through their fourth year. In addition to describing the developmental course of ADHD symptoms and executive functioning features, developmental changes in educational, emotional, and social functioning across this same 4-year period; treatment service utilization; and implications for assessment and treatment will be discussed. Information for this presentation will be drawn from a 5-year NIMH funded, multi-site longitudinal investigation: Trajectories Related to ADHD in College (TRAC) Project.
The second portion of the webinar will focus on the development and implementation of a cognitive-behavioral treatment (CBT) program for college students with ADHD: Accessing Campus Connections and Empowering Student Success (Access). Topics to be covered include:
the rationale for using ACCESS;
its presumed mechanisms of change- ADHD knowledge, behavioral strategies, adaptive thinking skills);
how it is delivered, through group CBT and individual mentoring;
its duration, including an initial active phase semester followed by a one semester maintenance phase; and
its targets for therapeutic change, including educational, emotional, and social functioning, along with use of campus support services.
Empirical evidence supporting the use of ACCESS will be discussed, based upon findings from an open clinical trial and an ongoing IES funded 4-year randomized controlled trial.
March 22, 2018 - Disability Services and the Fine Line Between Accommodating and Counseling
Presenters: Jane Thierfeld Brown, Yale Child Study and College Autism Spectrum and Lorre Wolf, Boston University
As Disability Service providers, we often find ourselves on a tightrope. Are we counselors who listen to students and understand the everyday challenges of life as a college student with a disability? Are we gatekeepers of reasonable accommodations, focused solely on maintaining the integrity of courses and the curriculum? Are we educators, working to enhance each student’s learning and potential; student advocates or institutional employees? And, what about our role with faculty, who often want us to “take care of” all student issues? Are we expected to be all things to all people, and how is that possible? What guidelines are there to provide direction when we find ourselves on that tightrope? We will discuss this balancing act and professional principles that guide the work.
April 5, 2018 - WIAHEAD/MNAHEAD Joint Conference
More details to come!
April 5, 2018 - Addressing Access for Students with Mental Health Conditions
Presenters: Eve Hill, JD, Brown Goldstein & Levy and Inclusivity Strategic Consulting and Maura M. Klugman, J.D., Bazelon Center for Mental Health Law
Many college students experience disabling levels of anxiety, depression, and other mental health conditions. According to the 2016 National College Health Assessment, almost 40% reported feeling “so depressed it was difficult to function” at some point in the prior 12 months, 19% felt overwhelming anxiety, and 10% had seriously considered suicide. Yet many schools lack comprehensive policies for responding to students with mental health issues or do so in discriminatory or punitive ways, requiring students to leave school or evicting them from campus housing. Some charge students with disciplinary violations for suicidal gestures or thoughts. These and similar practices discourage students from seeking help, isolating them from social and professional supports at times of crisis.
The Bazelon Center for Mental Health Law is committed to the civil rights, full inclusion, and equality of adults and children with mental disabilities. The Center was pivotal in passage of the ADA and employs cutting-edge litigation to effect progressive systemic change and impact public policy. AHEAD is pleased to partner with attorneys from the Bazelon Center to offer this webinar on facilitating access for students with mental health conditions in higher education, including determining reasonable accommodations, ensuring that voluntary and involuntary medical leaves and nondiscriminatory, and identifying strategies for working with campus disciplinary processes and other campus systems.
April 26, 2018 - Fostering Disability Identity and Community on Campus and its Impact on Student Success
Presenters: Kimberly Elmore, DREAM Coordinator, National Center for College Students with Disabilities DREAM Student Leaders
Only one-third of students with disabilities enrolled in a four-year college or university and 41 percent of those in two-year schools graduate within 8 years, according to a new Hechinger Report that suggests teaching soft skills may increase retention and graduation rates. While skills in self-advocacy, time management, and communication are certainly important to postsecondary success, truly empowering students with disabilities to seek and use such skills for success in college and beyond often means helping them develop a positive disability identity and support network within the disability community.
In this webinar, a group of disabled and Deaf student leaders from across the U.S. will discuss the need for disability resources professionals to engage in this work. Student presenters and DREAM leaders will discuss concepts and tools for developing disability community on campus. Using a research-based model, they will discuss helping students develop disability pride through a crash course in Disability Studies 101, fostering positive campus climate by creating opportunities for disability community and engagement, and building coalitions to foster and celebrate intersectional identities of disability, ethnicity/culture, and/or gender. Personal narratives will demonstrate the impact of supporting the development of disability identity and cross-identity development on students and the campus community.