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Research points to significant numbers of students on college campuses experiencing mental health distress and an ever increasing number of college students who are choosing to make an off-campus educational experience a part of their college careers. When we consider both of these trends together, it is quite apparent that a significant number of students with mental health concerns will spend periods of time studying away from campus, with converging concerns among college mental health and study away professionals about how to best support these students. This article seeks to outline both challenges and opportunities inherent in the collaboration between campus professionals in supporting students with mental health issues before and during their study away experiences. [ABSTRACT FROM AUTHOR]

The number of students with Asperger's Syndrome enrolled at tertiary institutions in the United States continues to increase. This can be attributed to: (a) the passage of legislations such as the Individuals with Disabilities Act (IDEA) and the Americans with Disabilities Act of 1990 (ADA); (b) revisions to the Diagnostic and Statistical Manual (DSM); and (c) early intervention and treatment. Although the increase may be an indicator that a climate of inclusion for individuals with Asperger's Syndrome has been created, many institutions are not adequately prepared to accommodate these students. In order to serve students with Aspergers's Syndrome effectively, collaboration between several university entities is necessary. The authors highlight the pivotal role that college counselors can play in providing direct support to students with Asperger's Syndrome and in facilitating and coordinating inputs from other sectors of the college environment such as disability services, faculty members, and residence-life staff. [ABSTRACT FROM AUTHOR]

The mandates of the Americans with Disabilities Act of 1990 (ADA) apply to mental health professionals employed in university counseling centers. Therefore, examining the services counseling centers provide to students with disabilities seems timely and appropriate. University counseling center directors in North America and members of the Association of University and College Counseling Center Directors (N = 270) were surveyed regarding services provided to students with disabilities. Given the requirements of the ADA, many counseling centers adapted their services and facilities. Based on the data collected, four recommendations are made to improve services for students with disabilities: (a) ask clients directly about possible disabilities at intake; (b) train senior staff about relevant disability issues; (c) designate a liaison to the campus disability advocate office; and (d) train senior staff to screen for learning disabilities. Several suggestions for future research are made and the limitations of the study are cited. [ABSTRACT FROM PUBLISHER]