CBT for College Students with ADHD

This book provides an overview of the ACCESS program, a mental health program that has been developed and tested as an efficacious treatment for college students with ADHD. This program is at the cutting edge of clinical research, incorporating treatment strategies that allow for dissemination in real world settings in order to effectively assist college students experiencing difficulties in their academic, personal, social, and emotional functioning.  As cognitive behavioral approaches have proved to be the most successful psychological treatments to date, the techniques in this volume follow that model in a detailed and nuanced fashion. The authors provide a week by week breakdown of the program, supplemented by handouts and worksheets designed to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, CBT for College Students with ADHD is a crucial resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults.

• ADHD
• emerging adults
• CBT for ADHD
• college mental health
• counseling emerging adults
• non-medication treatment
• campus-based resources for ADHD
• mentoring
• college students
• counseling for ADHD
• college accomodations for ADHD

• Department of Human Development and Family Studies, University of North Carolina Greensboro, Greensboro, USA

  Arthur D. Anastopoulos, Laura Hennis Besecker, Laura D. Eddy

• Department of Psychology, Virginia Commonwealth University, Richmond, USA

  Joshua M. Langberg

Arthur D. Anastopoulos, Ph.D., received his doctorate in clinical psychology from Purdue University and currently holds the position of Professor in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where he also directs an ADHD Clinic. Throughout his career, Dr. Anastopoulos has maintained clinical and research interests in the assessment and treatment of attention-deficit/hyperactivity disorder across the life span, with a current focus on emerging adults with ADHD attending college.

Joshua M. Langberg, Ph.D., received his doctorate in clinical/community psychology from the University of South Carolina and currently holds the position of Professor in the Department of Psychology and serves as the Associate Dean for Research for the College of Humanities and Sciences at Virginia Commonwealth University. Throughout his career, Dr. Langberg has focused on the development and dissemination of interventions for adolescents and emerging adults with attention-deficit/hyperactivity disorder that are feasible to implement in community and school settings.

Laura Hennis Besecker, Ph.D., is a research scientist in the Department of Human Development and Family Studies at the University of North Carolina Greensboro, where she completed her doctorate in clinical psychology. In addition to her clinical work within the ADHD Clinic, Dr. Besecker is an instructor teaching graduate and undergraduate courses at both the University of North Carolina Greensboro and Elon University. Dr. Besecker’s clinical and research interests are focused on resilience and protective factors among youth with ADHD, anxiety, disruptive disorders, and health needs.

Laura D. Eddy, Ph.D., is a research scientist in the ADHD Clinic in the Department of Human Development and Family Studies at the University of North Carolina Greensboro. She completed her doctorate in clinical psychology at Virginia Commonwealth University. Dr. Eddy’s clinical and research interests include cognitive-behavioral theory as applied to the treatment of individuals with attention-deficit/hyperactivity disorder (ADHD), the overlap between comorbid internalizing conditions and ADHD, and the experiences of pregnant women with ADHD.

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