Graduate students share their experiences of building helping skills: A case study

Higher education needs individuals working with students to have the skills to handle a variety of issues related to success and well-being. Graduate programs preparing higher education professionals to work with students provide the opportunity for skill-building to occur. However, how do graduate students perceive their skill development in courses offered in a graduate program, specifically related to basic helping skills? This study, conducted in a College of Education at a university located in the southern United States posed two questions to find out more about the attributes graduate students contribute in the development of their knowledge of helping skills, and documenting the lived experiences of graduate students practicing helping skills. Five graduate students enrolled in a new course on helping skills were part of this case study. Three themes emerged after collecting and coding data during the course. The three themes were: building helping skills, confidence and comfortability, and multicultural, diversity and inclusion. The discussion section includes recommendations to always offer a helping skills course in graduation programs preparing individuals to work in higher education, any course on helping skills should have a multicultural focus, and the course curriculum should include a mix of clinical and practical elements

Student Teachers and Mental Health: A Qualitative Study on Students’ Experiences Living With a Mental Health Condition

Reports of college students living with mental health conditions are common, and the understanding of their connection to academic success is increasing. University campuses strive to meet the psychological needs of their students with a variety of institutionalized practices. However, a question can be raised about how much individual faculty members and colleges know about their specific students’ mental health needs and whether there are ways to assist those students at that level. This is a case study on a group of 17 student teachers in the College of Education at a university in the Southern United States who self-reported that they were living with symptoms of a mental health condition. Through individual interviews, the researchers asked student teachers to describe their symptoms and explain their perceptions of how they alleviate the symptoms to manage their life as a college student. Results of the study were reported thematically and categorized as (a) an increase in negative thoughts and behaviors, (b) absence of positive traits and abilities, and (c) self-identified coping strategies and external support. Discussion and recommendations regarding the findings are included

Teaching as a career choice: A case study on the perceptions of emerging teachers

As fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, & Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching

Synchronous Communication Technology for Remote Academic Advising at a State University

The use of synchronous communication technology has significantly increased in recent years for communications in online learning and instruction, especially since the COVID-19 pandemic. Synchronous communication technology, such as Zoom, Google Meets, and Microsoft Teams, is widely adopted by academic advisors to continue their advising services as many universities were forced to move their traditional in-person academic advising to remote academic advising (RAA) in an online format. In this context, we explored the knowledge, experiences, and perceptions of students and academic advisors at a state university using synchronous communication technology for RAA during the COVID-19 pandemic. The study includes data collected from 539 sets of data from students and 28 from advisors. Through descriptive data analysis, the study revealed knowledge and a variation of perception gaps among students, in addition to students and academic advisors for RAA. With research results, we discuss the implications for effective RAA, concluding with suggestions for effective uses of synchronous communication technology to conduct RAA for academic advisors

Student Teachers with Mental Health Conditions Share Barriers to Success: A Case Study

Universities are trying to address student mental health needs through counseling centers and other outreach initiatives. However, do individual colleges know how to address the mental health concerns of their own students? Three faculty members in the College of Education at a university located in the southern United States posed two questions to find out what it is like for student teachers to live with a mental health condition, and what would support academic performance in the College. Seventeen undergraduate students who self-reported as having a mental health condition and were completing their senior year as student teachers volunteered to be interviewed for this case study. Three themes emerged after a reiterative process of reading and coding the interview responses. The three themes were barriers to success, student teaching as a positive experience, and lack of mental health awareness, education, and training for all. The discussion section includes recommendations for removing some barriers through more effective communication and increasing mental health literacy for faculty, staff, and students in the college

Understanding How Mental Health Affects the Success of Future Teachers

As higher education experiences an increasing number of students with mental health conditions, programs like teacher education struggle with how best to support the success of these student teachers. Research has shown awareness, education, and support of students with a mental health condition can positively impact student success. This paper seeks to discuss research gathered from a study about student teachers living with mental health conditions, in particular how best to educate and support faculty and staff who work with these students. It also examines how increased mental health literacy and self-care initiatives help prepare student teachers for their work as emerging teachers. In addition, particular coping strategies employed by student teachers living with mental health conditions are also a focus. Data from the presentation contributes to the significant lack of current research and understanding of how best to support the success of these student teachers among teacher preparation programs