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RAs and Intentions to Refer
“overwhelmed” by Kadison and DiGeronimo
(2004) in their book about college student
mental health, College of the Overwhelmed.
The term “mental health professional,” used
by the American College Health Association (Kraft, 2011), was seen by the team as a
broader term than counselor, therapist, or
psychologist. Here the target was students,
the action referral, the context students’ emotional state (emotionally overwhelmed), and
the time (implicitly) what they committed to
their work as RAs.
Participants
The final sample included 60 RAs, consisting
of 25 women (41.6%) and 33 men (55%), with 2
participants not indicating gender. There were
50 White (83.3%) and 2 Hispanic (3.3%) students, with one participant not indicating race;
7 students identified themselves as International (11.7%; all from Asian countries). Their
ages ranged from 20 to 30 years, and the mean
age was 22.42 (SD = 1.60). At the time of collecting data, most of these RAs were seniors
(66.7%), while 16.7% were juniors and 10%
were graduate students. Regarding the question of how long they had been working as a
resident assistant, 6.7% (n = 4) answered less
than six months, 51.7% (n = 31) answered six
months to one year, 30% (n = 18) answered
1-2 years, 8.3% (n = 5) answered 2-3 years, and
3.3% (n = 2) answered 3-4 years.
The university from which the sample was
drawn has one of the five largest residence life
systems in the United States, with a housing
capacity of approximately 10,500 students,
with 1,000 apartments in family housing (and
operating near or over capacity each year). At
the time of the present investigation, there was
a total of 275 RAs in the system, and all were
required to be at least 21 years old.
The TpB Questionnaire
A questionnaire was developed to measure
the three belief-related independent variables
(attitudes, subjective norms, and perceived behavioral control) and the dependent variable
(intention to refer). Items focused on RAs’
beliefs regarding the value/benefit of referring
an emotionally overwhelmed resident to speak
with a mental health professional (MHP)
(i.e., attitudes); their perspective related to
how others view the idea of their referring a
resident to speak with an MHP (i.e., subjective
norms); and their perceptions of how much
control they have regarding their referring a
resident to speak with an MHP (i.e., perceived
behavioral control). This questionnaire was
based on the findings of a brief, qualitative
elicitation investigation.
As recommended by Francis et al. (2004),
we conducted a brief, qualitative elicitation
investigation to determine RAs’ underlying
beliefs (i.e., attitudes, subjective norms, and
perceived behavioral control) about referring
emotionally overwhelmed students to speak
with a mental health professional; beliefs
were then used to create the quantitative items
used in the TpB questionnaire. We collected
the elicitation data using a sample from our
target population of RAs, and two researchers independently analyzed the content of the
responses for themes and then compared the
themes identified and reached consensus regarding the primary assertions present in the
data (Patton, 2002). The RAs (8 women, 10
men, Mage = 22.88, age range 21 to 27 years,
72% White) were recruited through an email
sent to 75 RAs (approximately 25% of the total
RA population) randomly selected by residenV O L U M E 3 9 , NO. 2 • 2 0 1 3
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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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