Abstract Unlike academic disciplines, professional programs are closely tied to specific occupations immediately after graduation. This study used narrative inquiry to understand the lived experiences of students who were denied admission or progression in their initially chosen professional programs but ultimately graduated. Participants described barriers and critical events they encountered that produced anxiety, depression, and suicidal thoughts. Advisors helped students by acknowledging their loss, sharing policy information, and identifying similarities across their goals. Yet, advisors did not ask students about their global well-being, generate counselling referrals, or proactively engage students in adaptive career management. Academic advisors can use this study to enhance student persistence, career development, and well-being.
Abstract Colleges are serving increasing numbers of students whose academic engagement, persistence, and help-seeking behaviors are shaped by trauma and chronic stress. Academic advisors, often students’ most consistent non-clinical connection on campus, need relational and emotional competencies to recognize when trauma may influence advising interactions. This conceptual paper proposes a trauma-informed advising model that integrates Emotional Intelligence (EI), Relational-Cultural Theory (RCT), and Substance Abuse and Mental Health Services Administration’s trauma-informed care principles. EI supports attunement, empathy, and emotional regulation, while RCT offers relational practices that foster trust, connection, and shared empowerment. The model reinforces advisors’ non-clinical role while strengthening referral processes, communication strategies, and relational presence. Implications for advisor training, institutional policy, and future research highlight pathways for implementing trauma-informed advising across campuses.
Abstract Advising is essential for Doctor of Physical Therapy (DPT) student success, yet accreditation mandates exist without offering best practice guidelines. This study surveyed 135 students and 76 faculty from DPT programs to explore advising expectations and strategies. Both groups valued advisor qualities like active listening and positivity, although the perceptions of how often these characteristics were displayed differed. Students prioritized topics related to academics and career guidance, while faculty emphasized wellness support, including mental health. Both groups expressed a need for standardized advising practices. Our findings suggest that while shared beliefs exist between students and faculty, there are differences in expectations and barriers that may hinder effective advising, highlighting the need for structural improvements to better support DPT student development.
Abstract The support needs of graduate and professional students differ from undergraduates. The roles and functions of professionals who advise and support graduate and professional students vary in complexity in title and function. Little is known about this subsection of professional advising. The purpose of the study was to identify the roles and functions of nonfaculty advisors of graduate and professional students ( n = 283), distinguish how those roles differed across institutional type and caseload, magnify challenges encountered in the work, and determine to what extent participants were satisfied and felt valued. Results indicated numerous functional responsibilities, inequities in salary, and challenges in supporting graduate student mental health, student engagement, and retention, implying a great need for expanded training and development.
