Faculty, administrators and staff of the Bryan College of Health Sciences are encouraged to submit their professional scholarship to the Scholarly Works Archives. This might include, but is not limited to, peer-reviewed journal articles; theses or dissertations; abstracts of books or book chapters; conference papers or presentations; technical reports; white papers; abstracts or presentations from College symposia; professional website content. Selected student works will be included upon the recommendation of a faculty member.
The Archives can host works in a wide variety of formats, including links to publisher pages, PDF versions of open access manuscripts, PowerPoint presentations, images and audio-visual materials.
Authors interested in having their scholarly works included in the Archives should contact the Director of Library Services by emailing email@example.com.
Non-exclusive license agreement:
Authors will be required to sign a Non-Exclusive Distribution license for each item submitted to the institutional repository. Full-text of the work will be uploaded into the repository if the author owns the copyright to the work, or has written permission from the publisher to add the work to an archive. If archiving permission is not granted, links will be made to the publisher content for the article.
The purpose of this qualitative phenomenological study was to explore the lived experience of college faculty following student suicide. Doka’s Theory of Disenfranchised Grief was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Six participants completed face-to-face interviews and shared their complete and personal experience with student suicide. Data were analyzed using Tesch’s eight steps. The participants’ stories yielded themes of missed clues, postvention, awareness of student problem, guns, and loss of potential. Faculty members who have experienced the suicide of a student are often faced with many challenges. Overall, the participants expressed a belief that they failed to notice clues of students’ suicidal ideations, and the belief that they lacked formal training in the area of mental health. The participants also expressed a need for postvention, including debriefing, following a student suicide. A lack of available resources for students with mental health needs was highlighted, along with the challenges associated with being unable to force a student to engage in therapy. Based upon the findings of this study, there is a need to acknowledge the feelings and emotions of faculty members following student suicide. Grief is a unique and personal experience. The results of this study suggest that faculty members need training and support in suicide prevention, intervention and postvention.