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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Clark, Lillian V."],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Patton O. Garriott","Andi Pusavat","P. Bruce Uhrmacher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:03Z","subjects":["Business","Distress","Faculty","Help-seeking","Higher education","Phenomenology","Counseling Psychology","Education","Educational Administration and Supervision","Educational Psychology","Higher Education Administration","Psychology","Student Counseling and Personnel Services"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/2109"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Business","Distress","Faculty","Help-seeking","Higher education","Phenomenology","Counseling Psychology","Education","Educational Administration and Supervision","Educational Psychology","Higher Education Administration","Psychology","Student Counseling and Personnel Services"],"dc:title":["Faculty Facilitation of Help-Seeking on Campus: A Phenomenological Study"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:03:03Z"}