Self-Concept, Social Isolation, and Academic Achievement in College Students with and without Learning Disabilities
Dr. Margery J. Shupe, Xavier University
Dr. Geof Yager, University of Cincinnati
This study examined correlates with academic success for students, both with and without identified learning disabilities. Often students with learning disabilities experience failure in academic settings due to a variety of causes. The investigation was designed to determine possible reasons for failure in a group of students with learning disabilities. Research suggests there is a relationship between student achievement in elementary and secondary school and their self-concept and social isolation behavior. There has yet to be sufficient examination of the relationship between college success and self concept and social isolation behavior.
Two standardized assessments were used in this study: (a) the Tennessee Self-Concept Scale: Second Edition and (b) the University of California Los Angeles Loneliness Scale – Version 3 (UCLA-3). College grade point average (GPA) served as a measure of achievement. A sample of 200 college students was garnered through a convenience sample at a large Midwestern university.
A Multivariate Analysis of Co-Variance (MANCOVA) and a multiple regression analysis were used to determine the relationships between self-concept, social isolation, disability status, and achievement. Small interrelationships were obtained and there appears to be a relationship between gender and learning disability status. On both the self-concept and social isolation measures, it appeared women with a learning disability were more affected by a lowered self-concept and higher levels of social isolation than were men with a similar diagnosis.
Judith F. Esposito, Elon University
Hildy G. Getz, Virginia Polytechnic Institute and State University
Counselor educators and supervisors are often challenged to find efficient methods for providing quality supervision to individual students, while managing multiple students during their practicum and internship experiences. This article describes the use of in-the-room supervision, a modality which is underrepresented in the clinical supervision literature. The experiences of this supervision modality for the supervisors, supervisees, and clients were examined t hr ough both written and oral questionnaires. A thematic analysis produced perceived advantages and disadvantages for all t hr ee levels of participants involved. Recommendations for implementing this modality in practicum and internship experiences are discussed.
David J. Tobin, PhD, Gannon University
Jessica Kramarik, Gannon University/p>
This article describes a course-integrated approach to improve information literacy and writing skills for new students in a Community Counseling program. Graduate students are challenged with the overwhelming complexity of information and the demand to carefully access, critically evaluate, and systematically apply specific information. The Library Resource Guide for Counseling and Psychology was developed to operationalize library resources and identify discipline specific literature. Active learning focused on the following learning outcomes: attain bibliographic skills; identify discipline specific literature; conduct a database literature search; and write a scholarly literature review. Overall, students demonstrated improved information literacy and writing skills.