Robert Giardino (author)
Linda O'Neill (thesis advisor)
University of Northern British Columbia (Degree granting institution)
John Sherry (committee member)
Sherry Beaumont (committee member)

2018

Master of Education (MEd)

Education-Counselling

1 online resource (vii, 157 pages)

What started as a project to discern faculty’s preferred role in working with students in distress has turned into a discovery of student challenges on post-secondary campuses including but not limited to trauma, indigenization, barriers affecting non-traditional students and other discussions including faculty self-care. The research was prompted by CACUSS and CASA’s recommendations for faculty involvement in creating healthier campuses with specific reference to mental health. Seven faculty members from a four-year university and two-year college from a northern Canadian community volunteered for approximate one-hour semi-structured interviews on their experiences with students in distress. The interviews were coded and analyzed using a thematic analysis. The emergent themes were common humanity, passion, concern and frustration. The author proposes post-secondary institutions look at adopting trauma-informed approaches to building policy, procedure and campus environments to address mental wellness and distress for all campus community members, students, staff and faculty alike.

College students--Mental health
College teachers--Mental health
Canadian Association of College and University Student Services
Canadian Alliance of Student Associations

10.24124/2018/58836

thesis

student challenges post-secondary campuses
students in distress
CACUSS and CASA’s recommendations
coded and analyzed
trauma, indigenization, barriers