College Students With ADHD

Abstract

Attention deficit hyperactivity disorder (ADHD) is the second most endorsed disability among college populations today, totaling approximately 11%. ADHD causes significant problems in education and social and occupational functioning of college students as well as in their postcollege work environment. Although the literature is replete with information guiding service providers working with students in other areas, very few studies exists to help career counselors who work with college students with ADHD. This article attempts to fill the gap by highlighting (a) college and postcollege work implications of ADHD characteristics and (b) effective interventions that counselors can implement to buttress the career planning process and postcollege occupational success for students with ADHD.

Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering

“…Adults with ADHD exhibit less hyperactivity compared to children but may continue to experience characteristics suggesting executive functioning impairment, such as restlessness, inattention, poor planning, and impulsivity (Barkley, 1997;Barkley, Murphy, & Kwasnik, 1996). These characteristics may cause difficulties with the everyday tasks necessary for academic performance, such as time management, procrastination, forgetfulness, and prioritizing tasks (Dipeolu, 2011), and may contribute to poor academic outcomes over time.…”

“…A robust body of literature demonstrates that students with ADHD have poorer academic outcomes than those without ADHD (Dipeolu, 2011;Dupaul, Weyandt, O'Dell, & Varejao, 2009;Frazier, Youngstrom, Glutting, & Watkins, 2007). Although individuals with ADHD are less likely to attend college in the first place (Dupaul et al, 2009), those who do enroll tend to have lower GPAs and are more likely to be on academic probation (Frazier et al, 2007;Heiligenstein, Guenther, Levy, Savino, & Fulwiler, 1999).…”

“…Two recent studies (Genco, Hölttä-Otto, & Seepersad, 2012;Sola, Hoekstra, Fiore, & McCauley, 2017) demonstrated that first year students in engineering courses were capable of significantly greater creativity on design and divergent thinking tasks than seniors, suggesting that either more creative students leave engineering programs before their senior year or undergraduate engineering education may actually contribute to a decline in creativity over 4 years of college. The traditional structure of post-secondary engineering education may prove particularly difficult for students who struggle in such environments, including those with attention deficit hyperactivity disorder (ADHD; Dipeolu, 2011;Honken & Ralston, 2013).…”

College Adjustment as a Mediator Between Attention Deficit/Hyperactivity Disorder Symptoms and Work Self-Efficacy

“…Our results suggest that the potential impact of ADHD symptoms on work self-efficacy may be reduced by targeting an improvement in physical and psychological well-being as well as increasing the quality of study habits and the knowledge and appreciation of the university/faculty infrastructure. Clinical psychology interventions with students with ADHD symptoms may better succeed if they focus on developing skills to manage difficulties such as disorganization, forgetfulness, procrastination, chronic lateness, impulsivity, difficulty in time management, prioritizing tasks and planning for the future (Barkley, 2002;Dipeolu, 2011). Thus, the intervention should focus on providing structure and understanding of the nature of the symptoms, aside from clarifying coping versus cure options (Anastopoulos & King, 2014;Canu & Wymbs, 2015;Costello & Stone, 2012;Dipeolu, 2011;Eddy, Canu, Broman-Fulks, & Michael, 2015;LaCount, Hartung, Shelton, Clapp, & Clapp, 2015;Parker, Hoffman, Sawilowsky, & Rolands, 2013;Prevatt & Yelland, 2015;Richman, Rademacher, & Maitland, 2014).…”

Dysfunctional Career Thoughts and Perceived Quality of Parental Relationships in Adolescents With Attention‐Deficit/Hyperactivity Disorder

“…Individuals with ADHD tend to have poor interpersonal skills, which may have significant implications for school, home, and work settings (APA, 2013). Such individuals also encounter challenges in decision-making and problem-solving (Dipeolu et al, 2013), as well as in maintaining focus and completing tasks (APA, 2013;Dipeolu, 2011), which makes it challenging to achieve occupational stability and success. Furthermore, there is limited research that can inform career development interventions for individuals diagnosed with ADHD.…”