Some students can have problems during college because they are no longer being constantly monitored by adults in their daily lives.
True: Many students who did exceptionally well in high school who later did poorly in college have said that they did their best when they were “being constantly monitored.” They did well in the high structure environment of high school, where adults were omnipresent during and after school. In the low structure environment of college they could not replicate their good performance because it had become dependent on that high level of structure.
In the U.S., which is less likely to ever reach graduation from college?
If a therapist is seeing a client for counseling or psychotherapy, that will automatically qualify them as having a disability so they can get accommodations for college.
False: Colleges vary in their requirements for documenting a disability, but one of the similarities across disability requirements across U.S. colleges is that they require an formal evaluation. This can be psychological, neuropsychological, psychoeducational, or other types. Psychosocial evaluations completed by a master’s level therapist are usually not considered appropriate documentation, nor is a letter from a counselor or therapist even if it describes a diagnosis.
College counseling, advising, and tutoring centers use problem screening tools to identify the student’s problems so they can intervene effectively and quickly.
False: The phenomenon of exactly why bright students go to college then work below their potential, or “underperform,” has been poorly studied and no evaluative mechanism is used by the majority of colleges. At best, some schools have a brief checklist, which is usually not comprehensive or based on what real life students have said.
A student can just transfer their treatment to the school’s counseling and medical centers to receive psychotherapy and pharmacotherapy while there.
False: Every college is different, and some are well equipped with a medical center and counseling center that can serve many students. Other schools may be small or less developed than others, and have only one counselor and no psychiatric services. School policies may limit access to psychiatrists, such as only for emergencies. The bottom line is that colleges are educational institutions not treatment centers, so students need to have a plan for the continuation of their care.