Date of Award
2020
Publisher
North Dakota State University
Document Type
Thesis
Degree Awarded
Master of Science (MS)
Department
Education
College
Human Sciences and Education
Faculty Advisor
Beseler Thompson, Erika
Description
This study examined whether faculty members’ mental health literacy and perceptions of their role in communicating with college students influenced willingness to intervene and refer students impacted by mental health concerns to available services and support. Study participants (N=246) included faculty members from a four-year research university and a two-year community and technical college. Participants completed an online survey assessing their mental health literacy, perception of their role in communicating with students about mental health concerns, and willingness to intervene and refer students. Results indicated an overall willingness to assist students with mental health concerns, but also showed the continued existence of mental health-related stigma and a lack of training and direction for faculty. Results further revealed that faculty members’ view of their role directly impacts their confidence and willingness to intervene and refer students to help. Practical implications for institutions, as well as recommendations for future research, are discussed.
Recommended Citation
Johnson, Melissa Jo, "Factors Influencing Faculty Members' Willingness to Intervene and Refer Students Impacted by Mental Health Concerns" (2020). Education. 55.
https://digitalcommons.ndsu.edu/education/55
Rights
NDSU policy 190.6.2
Rights Link
https://www.ndsu.edu/fileadmin/policy/190.pdf
Author ORCID Identifier
0000-0001-5149-9292
Handle Identifier
https://hdl.handle.net/10365/32038