Date of Award

2022

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Counseling Psychology

First Advisor

Patton O. Garriott

Second Advisor

Andi Pusavat

Third Advisor

P. Bruce Uhrmacher

Keywords

Business, Distress, Faculty, Help-seeking, Higher education, Phenomenology

Abstract

An ever-increasing number of students on college campuses are experiencing distress, and not all students in need of care are being reached (Kitzrow, 2009, LeViness, et al., 2019). Faculty are one of the most valuable resources for identifying and connecting students to care (Kitzrow, 2009). Despite this, we know very little about the experiences of faculty working with students in distress. This study sought to understand those experiences, as well as identify the barriers to connecting students to care. A qualitative study using an Interpretive Phenomenology framework was conducted (Smith & Osborn, 2007, Moustakas, 1994). Four themes were interpreted from the interviews: Shepherding, Armoring, Drifting, and Anchoring. These findings indicate that, for those studied, effective interventions for supporting faculty on college campuses would be to create opportunities to support faculty members’ work by sharing teaching values and supporting the development of “anchors”. By creating better interventions for faculty, more students struggling with their mental health can get connected to the resources they need.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Lillian V. Clark

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

113 pgs

Discipline

Higher education administration, Counseling psychology, Mental health

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