Ann M. Orzek

Bio: Ann M. Orzek is an academic researcher from University of Kansas. The author has contributed to research in topics: Higher education & Peer group. The author has an hindex of 3, co-authored 3 publications receiving 42 citations. Previous affiliations of Ann M. Orzek include Victim Support.

Special Needs of the Learning Disabled College Student: Implications for Interventions Through Peer Support Groups

Abstract: The use of peer support groups is proposed as an effective intervention for dealing with personal and academic needs of college students who have learning disabilities.

An Interpretative Phenomenological Analysis of Stress and Coping in First Year Undergraduates.

Abstract: In the UK, changes to the higher education system have increased the range of stressors experienced by students above those traditionally associated with the transition to university. Despite this, there is little qualitative research examining how students experience and cope with the adjustment to university. The experience of the transition was investigated in depth amongst 10 first year UK undergraduates. Purposive sampling resulted in a group with demographics similar to national statistics on UK undergraduates. Semi-structured interviews were used beginning with a content specific vignette to develop rapport. Interpretative phenomenological analysis was utilised to analyse the transcripts and quality checks were implemented to increase the validity of the analysis. Five main themes were identified: all the change, with subthemes of independent living, homesickness, differences between post-compulsory education and university; expectations of university; academic focus with subthemes of self-discipline, motivation, learning from experience; support network with subthemes of establishing a support network, support for coping with problems; and difficulties with subthemes of difficulties experienced with housemates, finances and employment, and academic difficulties. Students used a range of coping strategies. By identifying the role of positive psychological strengths such as optimism, hope, self-efficacy and self-control in coping with stress and facilitating positive adaptation, the study locates positive psychological strengths within a transactional understanding of stress and provides depth and relevance to their role in facilitating adjustment. Such qualitative research is rare in the positive psychology and stress literature. Suggestions for easing the transition are made.

Internal and External Mediators of Women's Rape Experiences

Abstract: Internal and external factors are examined as mediational processes and/or coping strategies that link four aspects of women's rape experiences to the initial and lasting effects on their post-rape adjustment, attitude toward sex and intimacy, and lifestyle changes to prevent future assaults. Data are from a multiethnic community sample of 55 women who had been victims of rape or attempted rape. A measured or observed variable simultaneous path analysis model was used to test the relationships among the traumatic circumstances, mediators, and outcome variables. More self-blame, high involvement of police or other agencies, a greater number of repeated rapes per incident, and severity of abuse predicted women's negative initial and lasting attitudes toward sex and intimacy. The implications of these findings are discussed as they relate to barriers in disclosing attempted and completed incidents of rape.

The nature and effectiveness of learning disability services for college students.

Abstract: This article summarizes the research literature that describes the nature and effectiveness of services that are provided to college students with learning disabilities. Six categories of services are described: assistive technologies and programs, program modifications, therapy and counseling, strategy training, direct academic assistance, and interventions designed to strengthen weak academic skills. Nearly all of the literature that was examined fell within the first 5 categories, with only 3 studies describing efforts to directly improve the academic performance that identified a student's learning disability. In addition, there is almost a total lack of evidence showing that any of the first 5 categories of services resulted in improved academic performance. There was, however, evidence that attempts at improving academic skills resulted in improved academic performance. The article concludes with a discussion of the role that learning disability services should play in a college environment.

Bullying and Hazing Among Norwegian Army Soldiers: Two Studies of Prevalence, Context, and Cognition

Abstract: Two questionnaire studies examined the social and cognitive contexts of bullying among conscripts in the Norwegian Army. Replicated prevalence was 12%. Study 1 (N = 696 soldiers) found that (a) bul...

Becoming a Secondary Survivor of Sexual Assault.

Abstract: A model of secondary-survivor (R. Remer & Elliott, 1988a, 1988b) healing is presented based on the experiences of male partners attending a support group. The focus is on both the resources and strengths required for becoming a secondary survivor and the difficulties often encountered in coordinating individual and relationship aspects of healing. Particular stress is given the need to develop and maintain a balanced, interdependent perspective, one that is fair to both secondary and primary victims engaged in the healing process. The role of counselors and therapists in promoting optimal interaction is also suggested.