The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 59

RAs and Intentions to Refer

referral process allowed for clarification of the
boundaries of their RA responsibilities (i.e.,
RAs are not counselors). They expressed concerns that residents would not interpret a referral as a sign of concern but rather would feel
judged and stigmatized, thus disrupting the
RA-student relationship. These findings are
similar to the qualitative results of Reingle et
al. (2010). They found that the RAs they interviewed had generally positive attitudes about
referral and considered mental health professionals to be useful resources with specialized
training. Furthermore, among the RAs who
expressed the possible negative outcomes of
referral, the concerns expressed were similar
to those we found: that referral might create
a negative reaction on the part of the resident
(Reingle et al., 2010).
Although RAs’ attitudes toward referral
appear to be positive, findings from our study
indicated that attitudes toward referral were
not statistically associated with RAs’ intention
to refer an emotionally overwhelmed student
to a mental health professional. Similarly,
Reingle et al. (2010) did not find that favorable
attitudes toward referral led to actual referral
behavior. Perhaps fear of the possible negative
interpersonal consequences of making a referral outweighed the advantages of making a referral in the minds of RAs.

Subjective Norms
In our qualitative elicitation study, we found
that most RAs indicated that members of the
residence life staff, as well as their family and
friends, would be supportive of their making
a referral for an emotionally overwhelmed
student. This finding is consistent with, although broader than, the finding of Reingle et
al. (2010), who found that all the RAs whom

they interviewed indicated that their residence
hall directors wanted them to refer students with
mental health or substance abuse problems.
Our results indicated that RAs’ beliefs
about whether or not others (e.g., co-workers,
family members, friends) would approve of
their referring an emotionally overwhelmed
student to counseling was a significant predictor of RAs’ intention to make such a referral.
The present data suggest that explicitly emphasizing the fact that important others would
approve of RAs’ referring an emotionally overwhelmed student actually may help in increasing their likelihood of doing so.

Perceived Behavioral Control
The most common theme from our elicitation study was RAs’ concerns about working
with students with intense difficulties (e.g., depression, eating disorders, suicidal ideation).
This emphasis in our qualitative data could be
related to Reingle et al.’s (2010) finding that
RAs were likely to refer a resident to counseling only when they judged the concern to be
severe. It appears that RAs may be engaging in
a process of screening and triage in their daily

Campus gatekeeper training
programs have most commonly
focused on increasing
knowledge about the warning
signs of suicide and improving
skills at communicating with
those at risk.
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

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 - Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
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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 - Volume 40, No. 1 Table of Contents
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
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 143
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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
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 159
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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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