Student perspectives on disclosure of mental illness in post-compulsory education: Displacing doxa

Journal article


Venville, Anne Maree, Street, Annette F. and Fossey, Ellie. (2014). Student perspectives on disclosure of mental illness in post-compulsory education: Displacing doxa. Disability and Society. 29(5), pp. 792 - 806. https://doi.org/10.1080/09687599.2013.844101
AuthorsVenville, Anne Maree, Street, Annette F. and Fossey, Ellie
Abstract

This paper reports findings from a 12-month Australian study exploring beliefs and experiences of disclosure and course success in post-compulsory education for 20 students with mental illness. Enrolled students with disclosed or non-disclosed mental illness, teaching and support staff, and institutional practices across four sites providing vocational education and training were the three cases selected for this collective case study. Students participated in two semi-structured interviews over the course of one academic year. Disclosure was not preferred by students, most fearing that it would negatively impact upon their capacity to obtain employment in the occupation for which they were training. Further research exploring the processes, timing and outcomes of disclosure, in a wide range of post-secondary settings and with larger numbers of students, would allow for a deeper exploration of issues raised by this small study.

Keywordsmental illness; disclosure beliefs; post-secondary; employment
Year2014
JournalDisability and Society
Journal citation29 (5), pp. 792 - 806
PublisherRoutledge
ISSN0968-7599
Digital Object Identifier (DOI)https://doi.org/10.1080/09687599.2013.844101
Scopus EID2-s2.0-84900826948
Page range792 - 806
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/895xw/student-perspectives-on-disclosure-of-mental-illness-in-post-compulsory-education-displacing-doxa

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