Date of Award
7-2025
Culminating Project Type
Dissertation
Styleguide
apa
Degree Name
Higher Education Administration: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Steven McCullar
Second Advisor
Rachel Friedensen
Third Advisor
Jennifer Jones
Fourth Advisor
Gresham Collom
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
university counselors, higher education counseling, online counseling, pandemic counseling
Abstract
Abstract
College students’ mental health is pivotal to academic success, persistence, and their overall well-being. Even before the COVID-19 pandemic, the state of college mental health in the United States was precarious. Factors such as staffing shortages, time constraints, logistical issues, and stigma often prevented students from accessing needed mental health support. The reliance on traditional face-to-face counseling services exacerbated these challenges, further decreasing the utilization of college mental health services.
When the COVID-19 pandemic precluded face-to-face classes, universities swiftly transitioned coursework online, and mental health services rapidly followed suit. However, unlike online and hybrid coursework, most college mental health centers lacked experience in providing online therapy. This qualitative narrative inquiry explored the perceptions of seven college mental health counselors regarding their provision of online therapy during the COVID-19 pandemic. Through semi-structured interviews analyzed through the lens of the Technology Acceptance Model, the findings revealed that although counselors were initially skeptical about online therapy, they successfully adapted their practices to meet student needs. Participants reported increased accessibility, reduced waitlists, and enhanced flexibility in service delivery.
This study highlights the importance of integrating online counseling as a permanent component of university mental health services and advocates for expanded training, policy reforms, and practitioner licensure portability. The findings contribute to understanding how technology influences professional practice in university mental health counseling and suggest opportunities for improved student mental health outcomes through enhanced service delivery options.
Keywords: university counselors, higher education counseling, online counseling, pandemic counseling
Recommended Citation
Renucci, Robin Wagner, "University Counselor Experiences of Providing Online Therapy During the COVID-19 Pandemic" (2025). Culminating Projects in Higher Education Administration. 102.
https://repository.stcloudstate.edu/hied_etds/102
Comments/Acknowledgements
Acknowledgments
Doctoral work is a team sport. Although the dissertation process is highly personal and individualized, it is only with the support of others that I have found the energy and resilience to see this degree to completion. I truly feel each step of my life has led me to this point, so I would like to thank those who have lifted me up.
To Camp Champions, I can trace back every great thing I have ever accomplished to lessons learned at camp. Camp taught me more in three weeks each summer about responsibility, discipline, friendships, and the value of authentic self than I ever thought possible. Somehow, you helped me grow up while also instilling in me just how precious it is to slow down because childhood is to be cherished. You taught me that counselors are heroes, and I will spend my life in service of others because of you. To be a champion, is our aim!
To my Doctoral cohort, as a whole, you have been the Dory in my life, reminding me to “just keep swimming.” Individually, you have been amazing teammates, mentors, and sources of encouragement. You inspire me daily, and I thank you from the bottom of my heart for entertaining all of my neurotic questions along the way. You are among the most compassionate people I have ever met, and I appreciate you spurring me on through your examples of excellence.
To my family, you are my rock. To my dad, Jon, for always expecting a lot from me because you knew I could. You have always seen me as strong, and when I doubt myself, all I have to do is remember where I came from. To my mom, Cathy, for being the absolute best person I have ever known. Your love has turned even the grayest skies blue. Thank you for always listening, always being there, and always making me feel worthy. To my brother, Justin, the original doctor in the family. You are the smartest person in any room, yet you also bring out the brilliance of everyone around you. Thank you for teaching me that laughter is some of the best medicine. To my husband, Mark, thank you for your patience. It has been a long road, and I thank you for your support when my energies needed to be elsewhere. Life with you is an adventure, and I thank you for being my partner on this journey. To my son, Maverick, thank you for being you. You have taught me what is important in life. Because of you, every day, I live fully, smile greatly, play mightily, and learn immensely. You are such a kind and wonderful human, and Mama loves you so very much.
Finally, to my doctoral committee: Dr. Steven McCullar, Dr. Gresham Collom, Dr. Rachel Friedensen, and Dr. Jennifer Jones. Dr. McCullar, you have known me through many stages of my academic and professional career, and I take it as the ultimate compliment that you pushed me to pursue this dream. Thank you for seeing the spark in me and encouraging me throughout this process. Thank you for making higher ed accessible at every level. Dr. Collom, thank you for helping me look through different lenses and gain perspective. Your insights have been invaluable, and I am grateful for the opportunity to learn from you throughout the dissertation writing process. Dr. Friedensen, thank you for teaching me that research is not scary. Throughout our program, you have helped make each task manageable and allowed me to see my potential as a practitioner-scholar. Thank you for also bringing levity and laughter into academia. Dr. Jones, you have been a beacon of hope the whole way through. Anytime I encounter a difficult moment, writer’s block, or a full plate, I hear your voice reminding me that I can do hard things, and then I do. Your sense of empathy is otherworldly, as you have taught me to acknowledge challenges but never let them stop me.