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RAs and Intentions to Refer

based module for an RA training curriculum.
Pre- and post-assessments developed using
TpB could be used to assess if training was effective in changing beliefs and if those changes
in beliefs resulted in subsequent changes in
RAs’ intentions to refer emotionally overwhelmed students. Future research could also
include measures of both crisis/suicide knowledge and referral skills to examine if the beliefs
about making a referral predict intention to
refer above and beyond these more commonly
studied variables.
As was the case for Reingle et al. (2010),
our findings suggest that perceived behavioral control may be a key factor influencing
RAs’ referral-related intentions and behaviors.
Future research should fine-tune the assessment of the concept of perceived behavioral
control, as it appears to be quite dynamic in the
present context. Reingle et al. focused most on
the emotional elements of perceived behavioral
control, including RAs’ sense of burden and
anxiety in the process. In addition, they found
that RAs expressed confidence in their ability
to refer yet doubted that students would actually follow through on referrals. In the present
study, we operationalized perceived behavioral
control through items focused on perhaps the
more cognitive elements, including direct questions about RAs’ confidence and perception of
ease/difficulty in approaching a referral situation. We found these items to be significantly
associated with RAs’ intention to refer, which
appears counter to Reingle et al.’s findings
related to confidence. The complex nature of
perceived behavioral control and intentions to
refer could be examined in conjunction with
a multidimensional measure of empathy, such
as perspective taking, empathic concern, and

personal distress (Davis, 1983). It is possible
that the different belief-related elements of
perceived behavioral control are aligned with
different facets of dispositional empathy.

CONCLUSIONS
The training of RAs as gatekeepers is a popular
suicide prevention strategy on college and
university campuses (Yufit & Lester, 2004).
Because of their unique positions as both peers
and helpers and as individuals who live with
and interact with students frequently (Taub
& Servaty-Seib, 2011), RAs are an obvious
choice for gatekeeper training. The Theory of
Planned Behavior appears to offer promise for
designing RA gatekeeper trainings that will
more effectively result in a change in behavior.
To obtain the desired outcome of gatekeeper
training—that students at risk will be referred
to counseling—the findings of this study
suggest that RA training must address not only
knowledge and skills but also RAs’ subjective
norms about referral and the self-efficacy they
feel about referral.

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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 - 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
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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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