Supporting Students in Recovery on College Campuses: Opportunities for Student Affairs Professionals

Suicidal behavior is a substantial public health issue faced by college campuses. College counseling professionals often interact with a variety of other student affairs professionals who may be involved in the management of suicidality on campus. However, research on their experiences and perspectives on this topic is scarce. In this study, we build on literature related to management of suicidality on campus, which is predominantly focused on campus counseling professionals. Fifteen semi-structured qualitative interviews were conducted with student affairs professionals to explore how professionals on campuses might better work together to prevent crises and support students at elevated risk for suicide. Recurrent and emerging themes included barriers impeding their ability to best serve suicidal students, their perceptions on what factors make students vulnerable to suicide, and suggestions for future research. We conclude with a discussion of options to increase quantity and quality of service provision on campus for suicidal students.

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Screening for College Student Problem Drinkers: The Role of the Student Affairs Professional

NASPA Journal ◽

10.2202/0027-6014.1643 ◽

2006 ◽

Vol 43 (2) ◽

Author(s):

Gary G Gintner ◽

Laura Hensley Choate

Keyword(s):

Student Affairs ◽

Heavy Drinking ◽

Student Affairs Professionals ◽

College Campuses ◽

Problem Drinkers ◽

Motivational Enhancement ◽

Step Model ◽

Student Affairs Professional ◽

Student Problem

Heavy drinking continues to be a nationally recognized problem on college campuses. This article describes how student affairs professionals play a pivotal role in identifying and referring these students for relevant services. A five-step model for alcohol screening, advising, and referral is described using motivational enhancement strategies.

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Cultivating Connection

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v24i1.2905 ◽

2019 ◽

Vol 24 (1) ◽

Author(s):

Tura M. Magley ◽

Matthew G. Barnes ◽

Garrett P. Schlichte

Keyword(s):

Leadership Development ◽

Student Affairs ◽

Student Leadership ◽

Student Affairs Professionals ◽

Transition To College ◽

Student Leaders ◽

College Campuses ◽

Common Thread ◽

New Students ◽

Empathic Leadership

Student leadership is an increasingly utilized tool on college campuses for welcoming and supporting new students as they transition to college. In our various experiences as previous student leaders turned student affairs professionals, we found a common thread in our work which made a tremendous difference in the development of student leaders and the students they served—the ability to create and maintain meaningful empathic connections. This paper will provide structure for orientation, transition, and retention (OTR) professionals to cultivate empathy in student leaders who may use those skills to build stronger and more authentic connections as they welcome and help students successfully navigate their transition to college. The purpose of this paper is to fill a gap in empathic leadership development and its potential to positively impact the transition and retention of new students.

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From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals

NASPA Journal ◽

10.2202/0027-6014.1508 ◽

2005 ◽

Vol 42 (3) ◽

Cited By ~ 3

Author(s):

Joy L Gaston-Gayles ◽

Lisa E. Wolf-Wendel ◽

Kathryn N Tuttle ◽

Susan B Twombly ◽

Kelly Ward

Keyword(s):

Civil Rights ◽

Student Affairs ◽

Change Agent ◽

Secondary Analysis ◽

Student Affairs Professionals ◽

College Campuses ◽

Student Affairs Administrators ◽

Student Protest ◽

Civil Rights Era ◽

Student Protest Movement

Little has been written about the roles and functions of student affairs administrators during the civil rights era. Therefore, the purpose of this study was to examine how the civil rights era influenced the student affairs profession, paying particular attention to the roles played by student affairs administrators in relation to students, other administrators, and the community. A secondary analysis was conducted based on interviews with 18 student affairs professionals who served on a variety of college campuses during the civil rights era, primarily from the 1950s through the 1970s. Our findings suggest that these administrators took on roles such as educator, advocate, mediator, initiator, and change agent in order to effectively and efficiently resolve issues that arose on their campuses as a result of the civil rights era and the student protest movement.

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Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽

10.15763/issn.2642-2387.2015.1.2.54-85 ◽

2018 ◽

Vol 1 (2) ◽

pp. 54-85

Author(s):

Victoria K. Malaney ◽

Kendra Danowski

Keyword(s):

Higher Education ◽

Student Affairs ◽

Leadership Skills ◽

Student Organizations ◽

Mixed Race ◽

College Campuses ◽

Institutional Practices ◽

Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

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Teaching students how to talk about, think about, and do community

NASPA Journal ◽

10.2202/0027-6014.1856 ◽

2008 ◽

Vol 45 (3) ◽

Cited By ~ 2

Author(s):

Lori Varlotta

Keyword(s):

Student Affairs ◽

Community Organization ◽

Student Affairs Professionals ◽

Student Leaders ◽

Educational Value

This article charges student affairs professionals who work with student leaders to become more intentional in how they and their students create and contribute to community. Towards that end, this article delineates a process called community-praxis that teaches students how to talk about, think about, and do community. Organization advisors who utilize community-praxis will help student members more deliberately conceptualize and create and recreate the type of community associated with their particular club, organization, or association. The process may have educational value for the advisors as well. By facilitating the community-praxis delineated here, advisors will be prompted to review the democratic theories and procedures that have long shaped educational communities. Additionally, they likely will be introduced to viable postmodern theories and practices that have not traditionally informed the ways educators conceptualize and operationalize their own campus communities.

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The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽

10.2202/0027-6014.1794 ◽

2007 ◽

Vol 44 (2) ◽

Cited By ~ 1

Author(s):

Joan B. Hirt

Keyword(s):

Higher Education ◽

Student Affairs ◽

Good Practice ◽

Student Affairs Professionals ◽

Academic Affairs ◽

Seven Principles ◽

Market Driven ◽

Principles Of Good Practice ◽

The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

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Book Review: A Legal Guide for Student Affairs Professionals

NASPA Journal ◽

10.2202/0027-6014.1060 ◽

1998 ◽

Vol 35 (4) ◽

Author(s):

Donald D. Gehring

Keyword(s):

Higher Education ◽

Student Affairs ◽

Student Affairs Professionals ◽

The Law

Bill Kaplin and Barbara Lee let their readers know up front - on the book's cover in fact - that "A Legal Guide for Student Affairs Professionals" has been adapted from their highly regarded third edition of "The Law of Higher Education" [LHE3](1995) ("the big red book," as my students refer to it). The authors have included material already presented in LHE3 but have completely reorganized, updated, and edited the earlier work.

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Negligent Liability Issues Involving Colleges and Students: Balancing the Risks and Benefits of Expanded Programs and Heightened Supervision

NASPA Journal ◽

10.2202/0027-6014.1535 ◽

2005 ◽

Vol 42 (4) ◽

Cited By ~ 3

Author(s):

Douglas R. Pearson ◽

Joseph Beckham

Keyword(s):

Student Affairs ◽

Learning Experiences ◽

Student Affairs Professionals ◽

Educational Programs ◽

Lecture Hall ◽

Risks And Benefits ◽

Institutional Liability ◽

Degree Of Risk ◽

Judicial Opinions ◽

Negligent Liability

Student affairs professionals recognize that learning experiences transcend the classroom, and they have expanded the range of programs and services available to students well beyond the laboratory and lecture hall. The authors survey judicial opinions involving institutional liability for negligence and conclude that the expansion of educational programs carries the potential for heightened risk. Student affairs professionals must be sensitive to these risks and take steps to foresee dangerous conditions, making sure that the level of reasonable, prudent care is commensurate with the degree of risk associated with the activity and educating students about the risks attendant to their participation.

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Book Review: A Guide to Decision Making in Student Affairs: A Case Study Approach

NASPA Journal ◽

10.2202/0027-6014.1123 ◽

2000 ◽

Vol 38 (1) ◽

Author(s):

Tracy Davis

Keyword(s):

Decision Making ◽

Student Affairs ◽

Student Affairs Professionals ◽

Expert Advice ◽

Background Information ◽

Case Study Approach ◽

New Professionals ◽

Study Approach

Stanley Levy and Charles Kozoll capture much of the complexity of decisionmaking and offer an important contribution to our understanding of this perplexing topic. The publication of A Guide to Decision Making in Student Affairs: A Case Study Approach, furthermore, is timely due to what Stage (1993) recognizes as an increasing expectation that "new professionals, even at the lowest levels, have the ability to work independently and solve complex issues knowledgeably and with skill and integrity" (p. iii). The case study approach combined with the expert advice of 15 seasoned student affairs deans (called informants) provides a valuable resource for learning about a central task in our profession. The book offers students as well as experienced professionals background information critical to decisionmaking in higher education, exploration of fundamental issues that influence the process, carefully constructed and relevant case studies, and a reservoir of advice from some of the most well respected senior-level practitioners in our field. This book is particularly valuable to faculty members facilitating learning with new professionals, but it is a resource most student affairs professionals would find well worth owning.

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