From passion to progress: ADHD advocacy and student-driven change
Through hands-on research and service-learning, Erin Girio-Herrera Ph.D., empowers students to improve support for peers with ADHD鈥攁nd create lasting impact on campus.
Erin Girio-Herrera, Ph.D., is on a mission to expand services and treatments on Towson University鈥檚 campus for students with ADHD. Through her service-learning classes, she is making progress, collaborating with students who share her vision.
Living and learning with ADHD
An associate professor in the Department of Psychology, Girio-Herrera is an expert in attention-deficit/hyperactivity disorder, or ADHD.
16% of college students nationwide report being diagnosed with ADHD.
ADHD is a common condition that makes it difficult for affected students to learn, focus, control impulses or complete tasks. 鈥淚n the latest National College Health Assessment survey, 16% of students report being diagnosed with ADHD,鈥� Girio-Herrera says.
A lack of education about ADHD among students, faculty and staff and a lack of evidence-based services and treatments on campus can make it more difficult for students with ADHD to succeed academically, socially and emotionally.
Seeing a need and taking action
Girio-Herrera didn鈥檛 start her career imagining ADHD would be her focus.
A lack of education about ADHD and evidence-based services and treatments for the condition can make it more difficult for students with ADHD to succeed.
Erin Girio-Herrera
After graduating with a double major in business and psychology, she realized she wanted to be a professor and therapist and set her sights on earning a Ph.D. in clinical psychology.
To increase her research experience, she took a position working with a noted researcher in Buffalo, NY, who happened to be working on ADHD.
鈥淚 came to 91影视破解版 as a child and adolescent clinical psychologist with experience in ADHD, research, and school settings. Seeing the existing needs for students with ADHD, I realized my past experience and expertise in this area could serve this community,鈥� Girio-Herrera says.
Needs assessments by students, for students
鈥淚 developed a service-learning class where students do the hands-on work. Together, we conducted a mixed-method needs assessment of 91影视破解版 students with ADHD,鈥� Girio-Herrera explains. Mixed method refers to using both qualitative and quantitative data.
[Students] themselves will be shaping the decisions and treatments we hope to collaboratively implement with others on campus.
Erin Girio-Herrera
With her guidance, the students delve into a deep review of the scientific literature and use the science to identify and develop best practices for on-campus services and treatments.
鈥淚 help the students in the class understand that the existing literature and needs assessment data will guide us. They themselves will be shaping the decisions and treatments we hope to collaboratively implement with others on campus,鈥� Girio-Herrera says.
Learning by doing creates opportunity
The service-learning model of Girio-Herrera鈥檚 classes teaches students how to analyze and use data to address real-world problem on 91影视破解版鈥檚 campus.
Their problem solving explores how to educate students, faculty and staff about ADHD more effectively, and the potential impact of providing on-campus services and evidence-based treatments for ADHD.
鈥淪tudents are learning how to collect and use data to understand needs, communicate effectively, develop critical thinking and problem-solving skills and practice professional teamwork, all of which are essential skills for researchers and clinicians鈥� she says.
鈥淭hese experiences can lead to research presentations at conferences or publications, add to students鈥� CVs and give them an advantage when competing for graduate school and careers.鈥�
Most students decide to retake the class more than once. One student chose to take it four times. Others have chosen to delay graduation or continue working with us after graduation. They鈥檙e committed to this mission.
Erin Girio-Herrera
Cultivating a passion for making a difference
Girio-Herrera encourages the students to regard the class as an internship or job.
鈥淭here鈥檚 a level of commitment required,鈥� she says. 鈥淪tudents are contributing to something bigger to themselves, serving individuals with ADHD.鈥�
More than 70 students have contributed to the project, including some graduate students.
鈥淚t鈥檚 evolved into a real community,鈥� Girio-Herrera notes. 鈥淪tudents can take the service-learning course again if they choose. Most students take the class multiple times. A few have taken it as many as four times or continue working with us after graduation. They are committed to this mission. They care deeply about this project and the community of students with ADHD that we serve."