Date of Award
8-1-2025
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Pultorak, Edward
Second Advisor
Weshinskey, Nicholas
Abstract
College is a big adjustment for students, and it doesn't come without its challenges, including being in a new place with new responsibilities. This is a stressful time that presents new obstacles and frustrations that can lead to increased stress, anxiety, depression, and mental health challenges that may cause faculty to engage and support undergraduate students with mental health challenges. As students adjust and transition to college, it is vital for university faculty to feel confident and comfortable supporting students from diverse backgrounds with varying levels of distress. By interviewing faculty, a better understanding of their lived experiences and perceptions can be accounted for when interacting with students facing mental health challenges. In this hermeneutical phenomenological study, 12 participants were interviewed to learn about their lived experiences with students facing mental health challenges. Using Social Change Theory, data from the interviews considers how systemic changes such as policies or long-term outcomes may be relevant to address the themes that are identified within the study. Through this study, faculty mentorship and institutional resources such as a cheat sheet for emergencies and scenario-based, practical application training would enhance the level of comfort for faculty responding to students facing mental health challenges.
Access
This dissertation is Open Access and may be downloaded by anyone.