An Assessment of ADHD/LD Support in PsyD Programs from the Perspective of Faculty Advisors

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

Meritocracy and the University

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Who gets into elite universities, how and why? What are places like Harvard in the United States or Cambridge in England looking for when they admit undergraduate students? What qualities do selectors value and how do they decide between many applicants with often stellar attainment records? And, are we all better off because of who these elite universities admit? Meritocracy and the University provides an insight into the world of university admissions. Based on interviews with professional admissions staff and academic faculty members who select students, the book explains what selectors value and how they make decisions. By shining a light on the world of university admissions in England and in the United States, readers are invited to reflect on the similarities and differences in who selects and how selection is done, the purpose and mission of universities, and the challenges universities face in building fair admissions processes when earlier opportunities to shine in education are unequally distributed

Lipa Comes to Necedah

In the late summer and fall of 1950, Juliet Hughes, a self-appointed promoter of a Marian apparition at Lipa in the Philippines, joined the crowds assembling for apparitions of the Virgin in Necedah, Wisconsin. The story of Hughes’ visits to Necedah—including a miraculous rose petal she brought from Lipa as well as her meetings with visionary Mary Ann Van Hoof and a number of Necedah pilgrims—highlights the importance of person-to-person encounters at an active apparition site. Indeed, the events described here suggest that when miraculous objects and miracle stories are shared among various sites, these encounters can trigger powerful experiences of signs that enable devotees to perceive these apparitions as testifying to the same transcendent reality. These experiences function as building blocks for a global apparition network

The social structure of the 14-16 curriculum in England

This paper examines the stratification of the curriculum according to parents' education, gender, ethnicity and school sector in England, focusing on year 10 subject choices. Using the Longitudinal Study of Young People in England, we analyse both year 10 subject choices and the factors that may motivate these choices, such as liked and disliked subjects, attitudes to subject choice and the extent to which choices were shaped by parents, teachers or the young people themselves. The social structure of curriculum choice is mapped using Multiple Correspondence Analysis, which reveals the hierarchy of subjects

Is contextualised admission the answer to the access challenge?

This is the final version of the article. Available from Taylor & Francis (Routledge) via the DOI in this record.This article reviews the idea of contextualising applicants to higher education in order to widen access. First, the meaning of contextualised admissions (CAs) is discussed before laying out the rationale for contextualising applicants and the beneficiaries of the policy. The final sections discuss key critiques of CA and conclude by arguing that CA does go some way to addressing the access challenge. To fully realise its potential as a policy intervention though, it is most helpfully part of integrated support for students throughout university and is mindful of the role of universities in wider society to create more equal progression trajectories for young people from a range of backgrounds.This work was supported by Supporting Professionalism in Admissions

How professionalisation of outreach practitioners could improve the quality of evaluation and evidence:a proposal

Professionalising outreach and evaluation work would enhance the quality and rigour of provision, benefit widening participation students and achieve regulatory requirements (Bowes et al. [2019]. The National Collaborative Outreach Programme End of Phase 1 report for the national formative and impact evaluations. Office for Students; Rainford [2020]. “Working with/in institutions: how policy enactment in widening participation is shaped through practitioners’ experience.” British Journal of Sociology of Education 42 (2): 287–303). This article presents practitioners’ experiences of how social justice can often feel unaligned to the technical expertise required in rigorous project design and evaluation. Professionalising outreach would achieve both improved practice and meet practitioners’ needs for development and a united professional voice. A professional body sharing standard methods of practice, offering CPD and skills would elevate outreach practitioners to a ‘professional’ standing (Eraut [1994]. Developing professional knowledge and competence. Falmer Press)

Framing higher education: questions and responses in the British Social Attitudes survey, 1983-2010

This is the final version of the article. Available from Taylor & Francis (Routledge) via the DOI in this record.This article focuses on questions and attitudes towards higher education in the British Social Attitudes (BSA) survey series. First, we analyse the changing BSA questions (1983-2010) in the context of key policy reports. Our results show that changes in the framing of higher education questions correspond with changes in the macro-discourse of higher education policies. Second, we focus on the 2010 BSA survey responses to investigate how attitudes towards higher education are related to respondents' characteristics. Respondents' socio-economic position predicts attitudes towards higher education. Graduates and professionals are most likely to support a reduction in higher education opportunities, but those who have so far benefitted least from higher education are supportive of expansion. One interpretation - with potential implications for social mobility - is that those who have already benefited from higher education are most inclined to pull the ladder up behind them