Student Selection, Development, and Retention: A Commentary on Supporting Student Success in Distance Counselor Education

Abstract

College counselors work collaboratively with professionals in a variety of disciplines in higher education to coordinate gatekeeper training to prepare university community members to recognize and refer students in mental distress to support services. This article describes the cross-validation of scores on the Mental Distress Response Scale (MDRS), a questionnaire for appraising university community members' responses to encountering a student in mental distress, with a sample of faculty members. A confirmatory factor analysis revealed the dimensions of the MDRS were estimated adequately. Results also revealed demographic differences in faculty members' responses to encountering a student in mental distress. The MDRS has implications for augmenting the outreach efforts of college counselors. For example, the MDRS has potential utility for enhancing campus-wide mental health screening efforts. The MDRS also has implications for supporting psychoeducation efforts, including gatekeeper training workshops, for professional counselors practicing in college settings.

A call to action: Online learning and distance education in the training of couple and family therapists

“…Bringing students together from diverse backgrounds and regions, including internationally, provides the opportunity for multicultural learning experiences (Snow & Coker, 2020; Vincenzes & Drew, 2017). Online programs may also have greater access to qualified and diverse faculty educators (Dixon‐Saxon & Buckley, 2020; Snow & Coker, 2020).…”

“…Distance learners are more likely to be women, tend to be older than students who choose on‐campus learning, and are more likely to have significant work and family obligations (Stone et al, 2019). In particular, they are more likely to be part‐time students and employed either part‐time or full time, as well as being caregivers to others, including children (Dixon‐Saxon & Buckley, 2020). Some evidence suggests that distance learners may also be more likely to have a history of academic failure, when compared to students in face‐to‐face programs (Dixon‐Saxon & Buckley, 2020).…”

“…In particular, they are more likely to be part‐time students and employed either part‐time or full time, as well as being caregivers to others, including children (Dixon‐Saxon & Buckley, 2020). Some evidence suggests that distance learners may also be more likely to have a history of academic failure, when compared to students in face‐to‐face programs (Dixon‐Saxon & Buckley, 2020).…”

“…One of the most frequently cited benefits associated with distance education in professional counseling and social work is the flexibility of distance learning, which affords greater access to a diverse population of adult learners who can pursue graduate education while also working and fulfilling family obligations (Dixon‐Saxon & Buckley, 2020; Kurzman, 2019; Snow & Coker, 2020; Vincenzes & Drew, 2017). Distance learning overcomes geographical barriers by training counselors and social workers in areas where campus‐based programs are not available, providing access for students unable or unwilling to travel to campus regularly (Kurzman, 2019; Snow & Coker, 2020; Vincenzes & Drew, 2017).…”

“…Introducing a special issue of Journal of Teaching in Social Work , Kurzman (2019) described distance learning as a democratizing force for the profession, increasing educational equity and access in ways that align with the defining values of social work. Such a democratizing force not only benefits students but also communities by training professionals in regions without campus‐based programs (Dixon‐Saxon & Buckley, 2020; Goldingay et al, 2020; Kurzman, 2019).…”