Understanding Professors’ Perceptions and Knowledge of Being Therapeutic at the College Level: A Qualitative Case Study.
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Authors
Coddou, Bridget
Issue Date
2024-04
Type
Dissertation
Language
en
Keywords
College Retention , Faculty-Student Relationships , Student Success Science , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
The problem with retention has led researchers to study the causes of attrition and ways to improve successful outcomes. Students define having positive faculty-student relationships that are therapeutic as a way to enhance successful academic outcomes. The problem that was addressed in this study is that there is a limited understanding of four-year, undergraduate college professors’ knowledge and perceptions of incorporating therapeutic approaches in their relationships with students in college. The purpose of this qualitative study was to develop a greater understanding of professors’ knowledge of therapeutic strategies and their perceptions of incorporating these therapeutic approaches with students while in college to support students’ academic achievement. This study evaluated how professors perceive and what they know about Carl Rogers’ concepts that make up the therapeutic triangle; specifically focusing on empathy, genuineness, and unconditional positive regard. This qualitative, exploratory case study was used to gather information on college professors at a small southern university by collecting course syllabi, conducting semi-structured interviews, and observations. Four themes were found that answered the question about professors’ perception. Professors perceive that counselors and professors share qualities, but not skills, empathy and unconditional positive regard are offered from professors when students fulfill their responsibilities, and the ways in which professors offer genuineness differs amongst professors. Three themes were found that answered research question two regarding the existing knowledge of the professors. Professors demonstrated accurate knowledge of both empathy and genuineness, but unfamiliarity with unconditional positive regard. Future researchers may want to explore professors from broader disciplines to capture more diversity in discipline.