Characteristics Contributing to Graduation for University Students with DSM-5 Diagnoses after Completion of a Mentoring Program

Autor/inn/en	Schindler, Victoria P.; Boney, Janette D.
Titel	Characteristics Contributing to Graduation for University Students with DSM-5 Diagnoses after Completion of a Mentoring Program
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 1, S.124-141 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2031085
Schlagwörter	Graduation; Clinical Diagnosis; Mental Disorders; Graduation Rate; Mentors; Student Characteristics; Undergraduate Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Abschluss; Graduierung; Mental illness; Geisteskrankheit
Abstract	Students with various Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) diagnoses have increasingly enrolled in colleges and universities. Although graduation rates are lower for this group, some students succeed, and mentoring programs are increasingly part of this success. The purpose of this article is to describe a university-based structured mentoring program and outline the quantitative and qualitative findings that promoted success for 30 students with various DSM-5 diagnoses who subsequently graduated from the university. Quantitative (retrospective and, one-group pretest/posttest) and qualitative designs (phenomenological) were used. Statistical significance was achieved for an increase in Grade Point Average (GPA). Qualitative themes promoting success in college included characteristics of the mentoring program, students' internal characteristics, and external supports. This study contributes to the growing literature on the contributions of mentoring programs and students with DSM-5 diagnoses who benefit from them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01