Abstract

As students continue to pursue higher education, the potential for them to experience mental health issues will exist (National Alliance on Mental Illness, 2011; Center for Collegiate Mental Health, 2012; Gruttadaro & Crudo, 2012; Salzer, 2012; Center for Collegiate Mental Health, 2013). When entering a new environment, students will look to make connections with the institution; one of these connections can be with an academic advisor (Harper & Peterson, 2005; Harper & Wilson, 2010; Kuh, 2011; Pearson, 2012). It is important for individuals experiencing mental health issues to make connections to the institution so that they are more likely to remain and feel a sense of connection (Kadison & DiGeronimo, 2004). This dissertation outlines a quantitative study to examine the attitudes of academic advisors towards mental health. Using the Relational-Cultural Theory (Miller 1986; Jordan, 2000) as a framework, this study sought to determine attitudes of academic advisors and how this may affect their relationship with students. Results from 133 participants revealed that attitudes toward mental health issues do not impact the building of a mutual relationship between student and academic advisors from the academic advisors' perspective. However, characteristics such as age and personal experience with mental health issues impacted this type of relationship between the academic advisor and student.

Notes

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Graduation Date

2018

Semester

Fall

Advisor

Cintron Delgado, Rosa

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0007306

URL

http://purl.fcla.edu/fcla/etd/CFE0007306

Language

English

Release Date

December 2018

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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