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ORCID
https://orcid.org/0000-0003-2068-350X
Date of Graduation
8-1-2026
Semester of Graduation
Summer
Degree Name
Doctor of Psychology (PsyD)
Department
Department of Graduate Psychology
First Advisor
Anne L. Stewart
Second Advisor
Laura Desportes-Bowman
Third Advisor
Trevor Stokes
Abstract
Individuals with intellectual disabilities (ID) now have access to higher education, often through inclusive post-secondary education programs (IPSE), to increase employability and quality of life. IPSE programs, historically, have provided academic and life skill support and not mental health support within programs’ curricula. A recent review of IPSE programs reveals that if mental health services are included, they are often accessed through university health services. Transitioning from high school to college induces high levels of stress, which can exacerbate underlying mental health conditions. Mental health care is defaulted to an already overburdened college counseling center without the knowledge and skills to effectively respond. The literature on IPSE programs is filled with program evaluations and needs-based assessments of individuals’ education, career, and life skills. The mental health experiences of college-age students (18-25) who have intellectual disabilities have rarely been captured. This study used a critical-constructivist grounded theory (CCGT) approach to understand the mental health experiences of individuals with ID enrolled in IPSE programs. Six students were interviewed and their interviews were subsequently coded in alignment with CCGT methodology. The findings demonstrate that students with intellectual disabilities construct their understanding of mental health through relational, needs-based, and contextual situation processes that counter deficit-oriented assumptions. The students’ responses highlight the interplay between building community and purpose, which helped strengthen their sense of self. Students noted important mechanisms of community, such as acceptance and belonging, as well as the positive qualities of their support systems. Their purpose was influenced by their contribution to their school community and determination in achieving their goals. The students referenced changes and expansions to mental health care on their campuses that emphasized accessible, equity-driven clinical practices and implications for systemic policy considerations.
Included in
Accessibility Commons, Clinical Psychology Commons, Disability Studies Commons, Educational Psychology Commons, Higher Education Commons, School Psychology Commons, Social Justice Commons
