Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD
Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.
Contributor Notes
Jeannine Ryser holds a Master of International Management degree. She is a former assistant professor at Landmark College where in addition to conducting research and writing, she advised, taught, and worked in study abroad. She enjoys exploring how to optimally facilitate student development with particular interest in international student populations and international exchange. She can be reached by E-mail atjryser@landmark.edu.
Peg Brigham Alden, EdD, is currently an associate professor and Title III Project Director at Landmark College. In her role as Title III Director, she has provided supervision and support to 18 faculty researchers who are exploring various intersections of learning disabilities and higher education. Dr. Alden can be contacted at palden@landmark.edu.
This project was supported by Landmark College with funds from a 5-year grant (2000–2005) for $1.75 million from the United States Department of Education Title III Strengthening Institutions Program.
