A Conversation with Dr. Grant Goodman
Dr. Grant Goodman, PhD, a licensed ADHD/Learning Disability Therapist at Monsour Counseling and Psychological Services at the Claremont Colleges in Claremont, CA. He became interested in becoming a psychologist in college after enjoying his psychology classes and helping people to develop their strengths. Below is a conversation regarding what it means to be diagnose, mental health advocacy and accessibility on a college campus, and campus inclusivity.
"Although folks with learning differences may have an impairment in one or more of these executive functions, we all have strengths and weaknesses in these areas that inform how we need to operate in order to be [our] best maximize our strengths and compensate for our weaknesses."
- Dr. Goodman on destigmatizing implicit biases
- Dr. Goodman on destigmatizing implicit biases
1. What are obstacles that exist in getting a diagnosis and the steps after being diagnosed?
The main obstacle for getting diagnosed with AD/HD or a learning disorder is often the cost of services. Cognitive testing for these issues costs a few thousand dollars without insurance coverage and it also takes a large investment of time for the student to undergo testing and receive a testing report and diagnosis. Sometimes the process can be completed in a matter of a few weeks, but often it is a month or two before the entire testing process incomplete. Another obstacle I see for many students is a lack of recognition from parents or teachers that a learning issue may exist. This could be due to the student being able to maintain good grades despite their learning challenges or due these learning challenges manifesting in ways that are not obvious or disruptive to a classroom. For example, some student’s symptoms of AD/HD may be in the realm of inattentiveness but not in the realm of hyperactivity or impulsivity. These types of students are less likely to be disruptive in their classrooms and if they are able to compensate for their inattentiveness and maintain good grades, they are less likely to be referred for cognitive testing or considered for a diagnosis of AD/HD or a learning disorder. In addition to this, the stigma of AD/HD or the stigma of receiving medication, accommodations, or other types of extra support also is a barrier for many.
The steps after getting diagnosed can typically be either getting academic accommodations to help the student succeed in the classroom, receiving medication, or working with an academic coach to help them make better use of their cognitive strengths and develop a plan that is best suited for their learning style. There may also be other steps specific to each individual that might help them manage their daily lives or jobs more effectively.
The steps after getting diagnosed can typically be either getting academic accommodations to help the student succeed in the classroom, receiving medication, or working with an academic coach to help them make better use of their cognitive strengths and develop a plan that is best suited for their learning style. There may also be other steps specific to each individual that might help them manage their daily lives or jobs more effectively.
2. How do you advocate for students with disabilities on campus? IF you work with multiple campus entities/administrators, have you found that to be something difficult to navigate?
I advocate for students in several ways. Sometimes I provide documentation for students who are seeking academic accommodations and consult with the disability coordinator at their school as they are deciding on what accommodations are most appropriate. I also consult with students who are unsure about whether they would benefit from cognitive testing and, if needed, provide them with referrals for testing providers in their area. I also provide consultations for students who want to talk about study strategies help them plan for obstacles that may come up in regards to their academic success. I also conduct study skills workshops, test taking workshops, and we recently launched a neurodiversity drop-in hour for students who identify as neurodivergent can gather and talk about their experiences and support each other.
In terms of working with other campus entities and administrators, I am typically in contact with the disability coordinator at each of the 7 colleges and often other staff members from the dean of students offices as well. Initially it took some time to build a shared language and uniform documentation to simplify the process for all of us, but after this adjustment stage I have found it rewarding to work with these other professionals who share my desire to help students succeed.
In terms of working with other campus entities and administrators, I am typically in contact with the disability coordinator at each of the 7 colleges and often other staff members from the dean of students offices as well. Initially it took some time to build a shared language and uniform documentation to simplify the process for all of us, but after this adjustment stage I have found it rewarding to work with these other professionals who share my desire to help students succeed.
3. HOW DO YOU help students develop their neurodiverse identity and promote their self-worth?
I typically start with helping students understand themselves well. Many students I work with have intuitively found ways of studying and navigating life that work for them, at least some of the time, but sometimes do not have the words to explain why their strategies work. Often I am helping my clients name their strengths and weaknesses so that they can understand why their strategies work in some settings, but not in others and how to create more strategies that are informed by their self-understanding. From a place of self-understanding I also try to help my clients integrate their learning styles and cognitive functioning into their identity as a student and as a person. Folks with AD/HD or learning differences tend to struggle within the education system we have in our current location, culture, and time in history and as a result these students often receive implicit messages that disparage their ability, their work ethic, their comfort zone for learning, and even their sanity. Another important aspect of my work with students is talking about these implicit messages and whether they have internalized any of these messages. It is often important to help students re-frame the messages they receive from society after they deepen their self-understanding.
4. What do you feel is your role in destigmatizing mental health issues, especially on campus? what are osme things you have noticed or learned along the way?
My role as a therapist to destigmatize mental health concerns is to try to be visible and normalize seeking help for mental health concerns. In my work as the AD/HD/LD therapist I try to destigmatize AD/HD and other learning differences by highlighting the strengths and weaknesses we all have in regards to executive functioning. Executive functioning refers to our ability to exert control over our thoughts and actions by planning, organizing, inhibiting our behavior, initiating and following through on tasks, and switching between tasks. Although folks with learning differences may have an impairment in one or more of these executive functions, we all have strengths and weaknesses in these areas that inform how we need to operate in order to be [our] best maximize our strengths and compensate for our weaknesses. Many times students are told that a successful person or student has to function in a specific way. I do my best to emphasize that a successful lifestyle for managing life’s tasks will look different for everyone.
5. HOW DO YOU think as a campus we can be more inclusive and accomModating towards disabled students, staff, and/or faculty?
As a whole I think we can always be working to create a culture of inclusivity and reduce the implicit and explicit ways our campus culture might look down on seeking help for mental health concerns, academic concerns, and physical concerns. I think we can also do a better job of listening to and seeking out the leadership of folks who are differently abled when decisions are made about campus events, campus resources, and other systemic issues.