Students with mental health disorders, and in particular, anxiety, are arriving on campuses in increasing numbers (Center for Collegiate Mental Health, 2019; Wyatt, et al., 2017). Anxiety disorders can negatively impact academic achievements for college students (Mounsey et al., 2013; Schwitzer & Vaughn, 2017) and subsequently, their ability to persist (Eisenberg, 2014). In an effort to uncover strategies that can be implemented by student affairs professionals to support the transition to college for first- year students with anxiety, this qualitative descriptive study examined practices of student affairs professionals at three small to medium sized, institutions of higher education in New England that have established partnerships with a national nonprofit organization, the JED Foundation, whose mission is to protect the emotional health and prevent suicide for young adults and teens in the united states. A semi-structured interview guide was utilized to explore strategies student affairs professionals believe support the transition to college for students with anxiety. These responses were triangulated with a document analysis at each institution and compiled to produce the key findings of this study.
|Commitee:||Stoops, Melinda, Glines, Marsha|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Higher education, Educational leadership, Mental health, Educational administration, Education Policy, Behavioral psychology|
|Keywords:||Anxiety, First-Year college students, Student affairs, Transition theory, College transition, Suicide prevention, New England, JED Foundation|
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