College Students with Disabilities: Examining Utilization and Outcomes in College Counseling

Background:The proportion of college students with disabilities has increased significantly in the past twenty years (Gibson, 2000). However, despite supportive legislation and increased enrollment, college students with disabilities continue to face a variety of unique barriers and stressors. Studies show that issues of access and academic and social adjustment to university life are reflected in higher course failure rates, lower retention rates, and lower graduation rates as compared to peers (deFur, Getzel, & Trossi, 1996; Hurst & Smerdon, 2000; Murray, Lombardi, Bender, & Gerdes, 2013; Sanford et al., 2011). While the population of college students with disabilities continues to increase, there is a crucial need for research examining their utilization of college counseling services and supports. This study examined utilization and outcomes of college counseling center services based on student ability status.

Method: This study utilized secondary data from a sample of college students (N = 2756) who sought services at a large, Mid-Western college counseling center between August 2012 and August 2013. Measures included self-report of disability status, and the Counseling Center Assessment of Psychological Symptoms (CCAPS): Distress Index. The number of sessions attended and reason for termination were accessed. This study utilized a quasi-experimental design (see Kerlinger & Lee, 2000) based on analysis of secondary EMR data. Two pre-existing groups were identified (1. individuals who self-identified as having one or more disability, and 2. individuals who self-identified as not having a disability), and were compared utilizing the outcome measures of initial and final CCAPS Distress Index scores, termination condition, and number of counseling sessions attended.

Results:The hypothesis of this analysis stated that there would be a significant difference in termination condition between participants with disabilities and participants without disabilities. Specifically, participants with disabilities would be more likely to self-terminate than participants without disabilities. Chi Square analysis revealed statistically significant differences in termination condition based on disability status [χ²(8) = 16.37, p = .04]. Results indicate that students with disabilities differ from students without disabilities in terms of how counseling ends at college counseling centers. This result aligns with recent research (e.g., Bean, 2006; Lampropoulos et al., 2009; Owen et al., 2012) on other minority groups, which has indicated that other racial/ethnic minority and lower socioeconomic status students were more likely to self-terminate.

Implications: Because other studies have not specifically examined college counseling center utilization and outcomes based on disability status, conclusions based on this study are limited by lack of corroborating research. However, as a result of these findings there are several recommendations for professional practice including: increased awareness of the specific needs of students who have disabilities, ensuring utilization of universal design in college counseling centers, increase multicultural training, and strengthen on-campus relationships with agencies such as disability services offices. Social Workers are in a unique position to advocate for students with disabilities by providing training and education to other university employees, through both formal training and informal interactions.