Publisher's Synopsis
There is an increased number of college students with ADHD that are not aware of college resources to assist with finding careers. This problem has caused some college students with ADHD to feel unsupported after graduation. The purpose of this qualitative single case study was to explore how young adults with ADHD perceive the support and influence of college resources to make career fit decisions. The theoretical foundations for this study were Schlossberg's Transitional Theory and the Ecological Model of Career Development. The sample consisted of 65 young adults, ages 18 and over with ADHD from an online organization. Two RQ's on how young adults with ADHD perceive the support and influence of college resources in making employment decisions and as they transition to employment guided the study. There were 10 individual interviews and five focus group participants that were interviewed on Zoom and a different anonymous group of 50 participants were given a questionnaire. All of the interview questions were open ended. The data analysis consisted of an inductive thematic analysis using Saldaña coding process. Five themes arose from the research highlighting: (a) Support to stay focused on determining career fit, (b) Specific resources to match ADHD traits, (c) Promote awareness of the resources that are available, (d) Disability center collaborating with the career center, and (e) Preparation when transitioning to the workplace. Conclusion: The perceptions of the participants revealed how disability and career centers can be effective with career development for students with ADHD. In addition, the participants believed that staff members need additional training on understanding ADHD traits. Keywords: ADHD and college students, perceptions, transition, accommodations, career development, self-efficacy
