The Journal of College and University Student Housing - Volume 37, No. 2 - 12

Deborah J. Taub • Heather L. Servaty-Seib

and 28% felt that way frequently. Blimling (1993) identified student mental health problems as one of the six major challenges facing residence life staff. According to the 2002 National Survey of Counseling Center Directors, 83.5% of directors reported an increase in the number of students with severe psychological disorders over the previous 5 years (Gallagher & Zhang, 2002). Despite the number of students experiencing psychological distress, students are unlikely to seek the help available to them in campus counseling centers (Boswinkel, 1986; Kadison & DiGeronimo, 2004; Kisch, Leino, & Silverman, 2005). A recent study, for example, found that, among students who screened positive for depression or anxiety, between 37% and 84% (depending on the disorder) did not seek services (Eisenberg, Golberstein, & Gollust, 2007). On average, 9.3% of the students at campuses with counseling centers use the counseling center (Gallagher & Zhang, 2002). Unfortunately, 80-90% of college students who died by suicide did not seek help from their campus counseling centers (Kisch et al.). There are a number of reasons why students do not seek help. Some are unaware of the availability of counseling services on their campuses or do not know where to access the services (Eisenberg et al., 2007). Some are skeptical about the efficacy of counseling (Eisenberg et al.). The stigma associated with seeking counseling may also prevent some students from seeking help (Deane & Todd, 1996). Additionally, even though students may have health insurance, they are uncertain if their insurance covers mental health services (Eisenberg et al.). Other reasons include not
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believing they need to seek services and lacking time to access services (Eisenberg et al.). At the front line in dealing with these issues are our campuses’ resident assistants (RAs). Schaller and Wagner (2007) called the RA position “ubiquitous” (p. 32), reflecting the widespread use of these student paraprofessionals in residence life programs across the country. Carns, Carns, and Wright (1993) found that 96% of the respondents in their study used student paraprofessionals in their residence hall systems, and Bowman and Bowman (1995) asserted that “virtually all American universities employ resident assistants” (p. 39). Meanwhile, the job of an RA has become increasingly complex (Heppner & Reeder, 1984; Jaeger & Caison, 2006). They must interpret and enforce policy, plan and facilitate programming, mediate conflicts, serve as a knowledgeable referral source for campus resources, build community, and provide assistance with various problems (Blimling, 2003; Upcraft, 1989; Winston & Buckner, 1984). Baker (2004) explored the RA role in promoting student learning and found that faculty and staff identified a number of competencies for RAs in living-learning communities, including establishing a sense of community and providing emotional support. One important role that RAs can play is identifying students who are experiencing psychological distress and helping those students access the available resources (Boswinkel, 1986; Sharkin, Plageman, & Mangold, 2003). RAs are widely seen by parents, faculty, student affairs professionals, students, and RAs themselves as an important part of the campus mental health safety net, keeping students in distress from slipping through

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING
The Journal of College and University Student Housing - Volume 37, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2
