Comparison of College Staff's Knowledge and Confidence in Supporting Students with Eating Concerns: Analysis and Future Directions
Disciplines
Psychology
Abstract (300 words maximum)
There is a rising need for individuals who are in high contact with college students to be well informed of eating disorder symptoms and risk factors. This study assesses administrative staff and teaching faculty’s knowledge of eating disorders and referral procedures on the campus of a large, public university. A database of almost 2,500 faculty meeting research criteria was developed, and an email with recruitment material was distributed. A sample of more than 200 staff completed the subsequent survey. The survey assessed four knowledge areas: signs and symptoms, risk, prevalence, and most at-risk populations. The second half of the survey addressed referrals inside and outside of Kennesaw State University. The final stage examined recognition of eating disorders and intervention in the participant’s professional role. It was hypothesized that confidence ratings across knowledge, referrals, and intervention would be low. Intervention scores were expected to be the lowest of the three. Results reflect this, with participants also identifying the largest barriers to intervention being perceived lack of knowledge and need for training. Qualitative analysis reviewed additional barriers and needs reported by participants that did not fit into pre-set categories. Further analysis compared results across positions, but the overall finding is clear- participants convey a need for education and training on internal processes at KSU as well as intervention-specific training. Discussion about the impact of these findings on campus will be held, with discussion on existing resources and potential resources to be sought out. Future research in this area should examine how additional training and resources impact administrative and teaching faculty’s confidence in knowledge across the four identified knowledge areas, as well as their understanding and use of referral services on campus.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Amy Buddie
Comparison of College Staff's Knowledge and Confidence in Supporting Students with Eating Concerns: Analysis and Future Directions
There is a rising need for individuals who are in high contact with college students to be well informed of eating disorder symptoms and risk factors. This study assesses administrative staff and teaching faculty’s knowledge of eating disorders and referral procedures on the campus of a large, public university. A database of almost 2,500 faculty meeting research criteria was developed, and an email with recruitment material was distributed. A sample of more than 200 staff completed the subsequent survey. The survey assessed four knowledge areas: signs and symptoms, risk, prevalence, and most at-risk populations. The second half of the survey addressed referrals inside and outside of Kennesaw State University. The final stage examined recognition of eating disorders and intervention in the participant’s professional role. It was hypothesized that confidence ratings across knowledge, referrals, and intervention would be low. Intervention scores were expected to be the lowest of the three. Results reflect this, with participants also identifying the largest barriers to intervention being perceived lack of knowledge and need for training. Qualitative analysis reviewed additional barriers and needs reported by participants that did not fit into pre-set categories. Further analysis compared results across positions, but the overall finding is clear- participants convey a need for education and training on internal processes at KSU as well as intervention-specific training. Discussion about the impact of these findings on campus will be held, with discussion on existing resources and potential resources to be sought out. Future research in this area should examine how additional training and resources impact administrative and teaching faculty’s confidence in knowledge across the four identified knowledge areas, as well as their understanding and use of referral services on campus.