Abstract:This paper explores methods for building relevant, accessible academic services in the context of a liberal arts college with a growing population of students with psychological disabilities. This work is situated in a learning commons, where academic-support programs, including accessibility services and library services, work collaboratively with a shared goal of getting students to access support earlier and more often in their college careers. The college is home to many students who identify as holding marginalized identities, including those who are LGBTQ+, disabled, students of color, and/or international students, and are thus particularly susceptible to discrimination (Roberts et al. 2010; Seng et al. 2012; Ellis, n.d.; Harrell 2017; Coulter and Rankin 2017; Polaris, n.d.; Proctor, Semega, and Kollar 2016). In consultations with staff, students often name past academic experience as an underlying cause for academic struggle. Exploring this connection, staff observed that histories of trauma and marginalization can make it difficult for students to trust staff and have positive academic experiences. Through action research, the authors developed methods to better support students, including those with histories of trauma. The authors share their methods and suggestions to support readers interested in bringing this work into their communities.

中文翻译：

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在图书馆中为有创伤史的学生提供支持：无障碍获取和图书馆服务的合作

摘要：本文探讨了在具有越来越多的心理残疾学生的文科学院的背景下，建立相关的，可访问的学术服务的方法。这项工作位于一个公共学习场所，在这里，学术支持计划（包括无障碍服务和图书馆服务）将协同工作，以使学生在大学生涯中更早，更频繁地获得支持为共同目标。该大学是许多被认定为边缘化身份的学生的住所，包括LGBTQ +，残障人士，有色人种和/或国际学生，因此特别容易受到歧视（Roberts等人2010; Seng等人。 2012年;埃利斯（Ellis），哈雷尔（Harrell）2017年;库尔特（Coulter）和兰金（Rankin），2017年;北极星（Polaris），美国;普罗克（Proctor），塞米加（Semega）和科拉尔（Kollar）。在与教职员工协商后，学生经常将过去的学术经验称为学术斗争的根本原因。在探索这种联系时，员工发现创伤和边缘化的历史可能使学生难以信任员工并获得积极的学术经验。通过行动研究，作者开发了一些方法来更好地支持学生，包括有创伤史的学生。作者分享了他们的方法和建议，以支持有兴趣将这项工作带入社区的读者。作者开发了一些方法来更好地支持学生，包括有创伤史的学生。作者分享了他们的方法和建议，以支持有兴趣将这项工作带入社区的读者。作者开发了一些方法来更好地支持学生，包括有创伤史的学生。作者分享了他们的方法和建议，以支持有兴趣将这项工作带入社区的读者。