Transition practices of college students with a mental health disorder.

OBJECTIVE

To explore transition practices, mental health promotion, and psychological health among college students with a mental health disorder.

PARTICIPANTS

data were collected from college students attending a southwestern university.

METHODS

a web-based survey of transition practices, mental health promotion activities, and psychological health (i.e., self-efficacy, life satisfaction, and loneliness). A semi-structured interview was offered to all participants.

RESULTS

A total of 140 participants (M age = 20.67 [SD=1.88]) completed the survey and N=29 (M age = 20.24 [SD=1.84] completed a semi-structured interview. When preparing for the transition into college, participants frequently considered geographical distance from home, living in a dormitory setting, and the student orientation/integration process. After entering a university, the student counseling center was accessed by 20.2% while only 6.4% filed for 504 accommodations. All participants considered having a close friend as important for mental health promotion.

CONCLUSIONS

A formal process of transition planning as it related to optimizing mental health was not consistently undertaken. Proactive transition interventions for college-bound students with a mental health disorder are needed and could include planning for ways to become involved in campus life and filing 504 accommodations to support academic success.