Advisory Committee Chair
Robin Lanzi
Advisory Committee Members
Kevin Fontaine
Kristi Guest
Teneasha Washington
Timothy Behrens
Document Type
Dissertation
Date of Award
1-1-2025
Degree Name by School
Doctor of Public Health (DrPH) School of Public Health
Abstract
ABSTRACT Nearly one in four adults in the United States report living with a disability (Centers for Disease Control and Prevention, 2024). According to the National Center for Educational Statistics (2023), approximately 21 percent of undergraduate students and 11 percent of postbaccalaureate students report having a disability. Students with disabilities in college encounter considerable obstacles that can adversely affect their mental health, academic performance, and general well-being. These obstacles encompass social isolation, stigma, and insufficient personalized support services, resulting in increased levels of anxiety, depression, and dropout rates compared to students without disabilities. Despite the critical need, there is a gap in the availability of programs specifically designed to address the social-emotional-mental well-being of college students with disabilities. To address this gap, this dissertation sought to co-create a well-being program tailored to the unique needs of college students with disabilities and/or chronic health conditions. The aims of this research were: • Aim 1: To systematically identify the social, emotional, and mental well-being needs and preferred support strategies of college students with disabilities and/or chronic health conditions through participatory research approaches. We administered an anonymous survey to 132 undergraduate and graduate students and conducted qualitative interviews and focus groups with college students with disabilities and/or chronic health conditions to explore their experiences, challenges, and needs related to social-emotional-mental well-being. Initially, the university Disability Support Services (DSS) disseminated the survey to registered students. To increase participation, we administered the survey to 14 students who were taking an undergraduate honors seminar focused on disabilities, chronic health conditions, and social-emotional-mental well-being promotion, taught by the doctoral student’s dissertation chair and the doctoral student who served as Teaching Assistant (TA). This group of students became the core group of students to help co-create the program. The students initially helped to refine the survey to ensure that it was user-friendly and engaging for students to complete. • Aim 2: To co-design a social-emotional-mental well-being program for college students with disabilities and/or chronic health conditions. We utilized participatory design methods to engage college students with disabilities and/or chronic health conditions in the co-creation of the well-being program. This process involved iterative feedback and prototyping to refine the program components. Specifically, we conducted six focus group sessions with three different groups. One group became the core group of students who helped to co-create the program. The three groups included: 1. Core Group (n=14 students): students who were taking an undergraduate honors seminar focused on disabilities, chronic health conditions, and social-emotional-mental well-being promotion, taught by the doctoral student’s dissertation chair and the doctoral student who served as Teaching Assistant (TA) February 13, 2025: Students completed the initial draft of the survey and provided feedback on the survey construction, and then provided qualitative feedback on SwDC social-emotional-mental well-being needs and preferences for the program. February 20, 2025: Students completed the final version of the survey and shared their insights and reflections on what they thought should be in the program. March 6, 2025: Students further shared their thoughts on what students would like for the program to be and how it could be structured and implemented. March 18, 2025: Shared themes and drafted curriculum components, received feedback, and incorporated feedback for final components. 2. GROWTH Group: • Students and staff (n=5) who have a disability and/or chronic health condition and work together with the doctoral student and dissertation chair on co-creating and implementing GROWTH: Growing Resilience Out of Wellness and Thoughtful Habits, a social-emotional-mental well-being program for people living with mobility limitations. • 5 participants; 1 session • Note: one group member participated in two separate in-depth interviews to further explore ideas. 2. Student Engagement and Enrichment (SEE) Group: • Students who participate in the UAB Student Engagement and Enrichment Program at UAB and identify as having a disability and/or chronic health condition • 3 participants; 1 session We conducted thematic analyses to identify preferences, common themes, and develop program structure, components, and implementation strategies. This research addresses a critical gap in the mental health and well-being support services available to college students with disabilities and/or chronic health conditions. By involving students in the co-creation process, the resulting program is tailored to self-identified specific needs, which we hope will lead to improvements in coping strategies and social connectedness as well as reductions in depression and anxiety. This dissertation is innovative in its use of participatory research methods to co-create a well-being program directly with students with disabilities and chronic health conditions for students with disabilities and chronic health conditions.
Recommended Citation
Click Copeland, Consuelo A., "Co-Creating A Social, Emotional, And Mental Health Well-Being Group For College Students With Disabilities And/Or Chronic Health Conditions And Are Registered With Disability Support Services" (2025). All ETDs from UAB. 6828.
https://digitalcommons.library.uab.edu/etd-collection/6828
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