Attitudes Associated with Alcohol and Marijuana Referral Actions by Resident Assistants

Abstract

This exploratory study examined associations between resident assistant (RA) attitudes and referral actions to identify training strategies for strengthening the ability of these paraprofessionals to recognize and refer college students in their living units who misuse alcohol and marijuana. The study’s hypotheses were that (1) referral self-efficacy and perceived referral norms would be positively associated with RA referral actions and (2) perceived referral barriers and referral anticipatory anxiety would be negatively associated with RAs’ referral actions. A total of 317 RAs at eight residential campuses in different regions of the U.S. took part in the study. All participating RAs had at least one semester of work experience. Just prior to the Fall semester of 2012, RA’s responded to an online survey that assessed their alcohol and marijuana referral attitudes and referral actions. Overall, RAs reported considerable anxiety about approaching and referring students who may have an alcohol and/or marijuana problem. Perceived referral norms among RAs indicated substantial variability in perceptions about others’ expectations of them for referring students who may have alcohol and marijuana problems. Results from two multivariable logistic regression analyses showed that referral self-efficacy distinguished RAs who took alcohol referral actions and marijuana referral actions from those who did not do so. Neither length of RA service nor time spent on campus was associated with referral actions. RA training programs could give attention to strengthening referral self-efficacy through a series of increasingly difficult skill-building activities during pre- and in-service training. In addition, senior residence life and housing professional staff may consider assessing the extent to which RAs under their supervision follow established protocols for assisting students with possible alcohol and marijuana problems. The development of evidence-based RA training programs will require additional research.

Examining Responsible Employees’ Perceptions of Sexual Assault Reporting Requirements Under Federal and Institutional Policy

“…If Responsible Employees hold job roles that conflict with their reporting requirements, training should also help them understand and manage these tensions. Conflicting job roles can be challenging, and RAs with more negative perceptions of university reporting policies may be less likely to provide resource referrals for students in crisis (Holland & Cortina, ; Reingle et al., ; Thombs et al., ).…”

“…Similarly, RAs are a group of Responsible Employees whose job roles (e.g., establishing trusting relationships with students) could conflict with policies requiring them to report any sexual assault they learn about, even if the report will go against a survivor's wishes. Enforcing university reporting policies for other incidents—such as alcohol use—is stressful for RAs, in part, because of this conflict (e.g., Reingle et al., ; Thombs et al., ). However, research is needed to provide empirical evidence on how RAs perceive this role.…”

“…However, RAs frequently experience conflict between their reporting responsibilities for other incidents (e.g., alcohol or drug use) and their job rolessuch as building community and establishing trusting relationships with residents (Reingle, Thombs, Osborn, Saffian, & Oltersdorf, 2010;Schaller & Wagner, 2007;Thombs, Osborn, Rossheim, & Suzuki, 2014). Negative perceptions of university reporting policies could affect the way that RAs respond to students in distress.…”

“…Negative perceptions of university reporting policies could affect the way that RAs respond to students in distress. For example, RAs who hold negative perceptions of their reporting responsibilities for alcohol use, mental health issues, or sexual assault may be less likely to refer students to resources (Holland & Cortina, 2017a;Reingle et al, 2010;Thombs et al, 2014). Help-providers' responses to disclosures can have a profound impact on survivors' well-being (Ahrens, Stansell, & Jennings, 2010;Campbell, 2008).…”

Resident assistant training design : a narrative analysis

“…Having a trained peer leader supporting students with personal issues and addressing discipline issues can facilitate positive behaviors and reduce negative behaviors. Skill building practices and activities for Resident Assistant training related to alcohol and drug confrontations were advised (Thombs et al, 2014).…”