Theses and Dissertations

Advisor

Elmore-Staton, Lori D.

Committee Member

Burke, Benjamin M.

Committee Member

Phillips, Tommy

Committee Member

Robertson, Mary Nelson

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Human Development and Family Science

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Agriculture and Life Sciences

Department

School of Human Sciences

Abstract

Mental health issues are a problem among the college student population (Abrams, 2022; Andersen et al., 2021; Lipson et al., 2022; Liu et al., 2022), and trauma-informed care (TIC) strategies are being applied within higher education advising as a way to tackle student mental health problems (Bowie State University, 2025a; Meadows Mental Health Policy Institute & Hope Center for Student Basic Needs at Temple University, 2025; Olson & Sterk, 2024; Williams, 2025). However, few studies have examined TIC in the context of academic advising, particularly in the context of higher education. This dissertation aims to address this gap using a two-paper approach, both of which use the same sample (N = 94) of higher education academic advisors in the United States. The first study used a mixed-method approach to understand how advisors are trained, prepared, and equipped for implementing TIC with their advisees, and how advisors use TIC approaches during interactions with their students. To further understand advisors’ TIC competencies, attitudes, and practices, advisor characteristics were examined. Results indicated that universities are using a variety of approaches to providing advisors with TIC-related professional development, with trainings ranging from short, one-time trainings to ongoing series. Findings suggest that greater experience in the academic setting was associated with greater implementation of TIC practices. Building on these results, the second study used a quantitative approach and focused on participants’ abilities to implement best practices in TIC, while also assessing their mental health literacy (MHL). Using advising scenarios with response options, the majority of advisors were able to identify TIC best practices; however, areas of less competency were identified (i.e., self-harm, culture, confidentiality, beliefs about mental illness). Results indicated that advisors had an average MHL score, with White/ Caucasian persons scoring significantly higher than persons of color. Recommendations for professional development, and future directions in research, are discussed. Taken together, these findings contribute to the limited TIC and MHL research specific to the field of American higher education advising and can inform professional development efforts.

Sponsorship (Optional)

Funding provided by investigators.

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