Higher education students: barriers to engagement; psychological alienation theory, trauma and trust: a systematic review

Jones, Caroline Sarah; Nangah, Zoë

doi:10.1080/13603108.2020.1792572

Cited by 9 publications

(22 citation statements)

References 29 publications

(41 reference statements)

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“…Therefore, these results confirm the interconnection between the students' psychosocial self-concept and academic trust as barriers to engagement in HE. This validates 'the psychosocial and academic trust theory' in HE practice as a new and original contribution to alienation theory [1][2][3].…”

Section: Discussionsupporting

confidence: 70%

“…(1) Bespoke intervention or 'black box' packages for students identified with barriers to engagement, or who are displaying alienating behaviours aligned to the 'psychosocial and academic trust theory' [1,3,42]. Counselling, coaching and mentoring approaches could be embedded as these are effective strategies for WP students.…”

Section: Discussionmentioning

confidence: 99%

“…With this in mind, it is in the best interests of both the student and the HEI to foster trusting relationships and begin to understand the psychological needs of their student market. This is particularly pertinent for students who come from a WP background, and have been potentially exposed to higher levels of trauma, which Jones and Nangah [3] cite to be another factor that can influence a student's psychosocial and academic trust levels. Ultimately, trust is considered as a two-way exchange between students and the HEI.…”

Section: Academic Trustmentioning

confidence: 99%

“…This can then manifest as discrepancies between self-concept and self-esteem affecting their HEI experience. According to Mann [2], Jones [1] and Jones and Nangah [3], discrepancies in self-concept and self-esteem can create barriers to student engagement though alienation.…”

Section: Psychosocial and Academic Trust Alienation Theorymentioning

confidence: 99%

“…Thus, I began to develop an interest in investigating HE WP students' psychological needs more closely, in particular, exploring the interplay between these factors and already existing and established theories of alienation [1,2]. I felt compelled to attempt to understand the complex needs of WP HE students [3] to improve teaching practice and long-term outcomes for the WP student demographic. This is important if social mobility in the United Kingdom is to be truly addressed effectively [4] .…”

Section: Introductionmentioning

confidence: 99%

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An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Jones¹

2021

Adv Educ Res Eval

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The purpose of this research was to examine the new concept of, ‘psychosocial and academic trust alienation theory’; the potential influence of self-concept, self-esteem and trust as barriers to student engagement. The study was conducted in a Higher Education University campus located within a 16-19 year old Further Education Institution.A constructivist epistemology, underpinned by symbolic interaction theory utilising a mixed methods approach formed the research design. The sample population were students enrolled at the participating institution and employed teaching staff. Quantitative surveys were completed by 39 students, supported by two qualitative staff focus groups and one qualitative student case study to examine an outlier result. Findings suggest 87% of the student participant sample aligned with the ‘psychosocial and academic trust alienation theory’. Barriers to student engagement were; specific classroom and assessment activities, relationships with teaching staff and peers, staff absences and staff turnover, all having a significant impact on students’ psychosocial and academic trust. The contribution of this research to the field of Higher Education is three-fold; firstly, findings support the ‘psychosocial and academic trust alienation theory’, secondly it provides insights into the psychological barriers to engagement for the Widening Participation student demographic, thirdly it proposes practical strategies for supporting Widening Participation students in Higher Education. Recommendations for practice include i) counselling, coaching and mentoring support from teaching staff, ii) initiatives to reduce staff turnover and sickness, iii) social pedagogical teaching approaches, iv) teacher training, and, v) peer based learning opportunities to cultivate communities of practice. These strategies could strengthen Widening Participation student’s psychosocial and academic trust, thus reducing barriers to student engagement in Higher Education, contributing to increased social mobility success rates in the United Kingdom and beyond.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Academic Trustmentioning

confidence: 99%

Section: Psychosocial and Academic Trust Alienation Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Jones¹

2021

Adv Educ Res Eval

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Development of Resilience in the Context of Ensuring the Psychological Safety of Future Transportation Workers

Kasyanova

Vinogradova

Kokhan

2022

Lecture Notes in Networks and Systems

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Introduction to Trauma-Informed Counselor Education and Supervision (TICES) Framework

Kim,

Moh,

Adams

et al. 2024

Int J Adv Counselling

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Many counselors in training may be susceptible to traumatization and/or retraumatization during their training process due to the elevated prevalence of their past trauma experience and the nature of their professional work involving exposure to trauma narratives in coursework and during fieldwork. Recognizing the growing need for a trauma-informed approach in training future helping professionals, including counselors-in-training, we present an overview of a framework called the Trauma-Informed Counselor Education and Supervision (TI-CES). This framework draws on assumptions and principles from trauma-informed care (TIC). Also, we address the applications of four key assumptions (i.e., Realize, Recognize, Respond, and Resist retraumatization) and six principles (i.e., Safety; Trustworthiness and transparency; Peer support; Collaboration and mutuality; Empowerment, voice, and choice; and Cultural, historical, and gender issues) of the TIC. These assumptions and principles are specifically tailored to address the unique challenges and needs of counselor education and supervision. In addition, we offer stepwise key recommendations to prevent (re) traumatization and mitigate the impacts of trauma exposure at three critical levels: throughout the program admission, during the program, and after exposure to traumatic components of training. By following the recommendations, counselor educators and supervisors can create a supportive and safe environment that fosters the well-being of counselors-in-training while equipping them to respond effectively to potentially traumatizing components in their training.

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Higher education students: barriers to engagement; psychological alienation theory, trauma and trust: a systematic review

Cited by 9 publications

References 29 publications

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Development of Resilience in the Context of Ensuring the Psychological Safety of Future Transportation Workers

Introduction to Trauma-Informed Counselor Education and Supervision (TICES) Framework

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