Browsing by Author "Slusher, Jennifer Jordan"

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    Counselor Views of the Role of Trauma in Borderline Personality Disorder
    Roosma, Shannon Kinzie (Virginia Tech, 2022-06-06)
    Borderline personality disorder (BPD) is a highly stigmatized disorder, including among clinicians. Though research indicates a connection between childhood trauma and BPD, there remains considerable debate about the role trauma plays in the diagnosis and whether the diagnosis is properly categorized as a personality disorder. Additionally, studies about counselor perspectives of the Diagnostic and Statistical Manual of Mental Disorders (DSM) indicate conflicted feelings combined with dependency on its use. Research examining clinician views of the diagnosis of BPD, including the role that trauma plays in the diagnosis and categorization as a personality disorder, have largely neglected to explore the views of counselors, indicating a significant gap in the research. This study took a qualitative approach to increasing understanding of the views and experiences of licensed counselors as they work with clients and encounter trauma and the diagnosis of BPD. A total of 17 themes emerged during data analysis. Each theme is examined and conclusions are discussed.
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    The Development of the Batten Leadership Institute at Hollins University: A Case Study
    Slusher, Jennifer Jordan (Virginia Tech, 2007-05-03)
    As leadership theory continues to develop and change, so do the attempts to enhance experiences for women in higher education. Women face many obstacles, which include lack of role models in student and institutional leaders (Astin & Leland, 1991). Traditionally, institutions offer no specific leadership programs or curricula and pay minimal attention to the leadership development of their students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001). This study was a case study with an in-depth analysis of the establishment of a women's leadership education and training program at Hollins University in Roanoke, Virginia. Six students, four administrators, and one intern were interviewed to illustrate the process of the planning of the program, its implementation and current operations, and the complexities involved. Document analysis and observations were utilized as well. The study was focused on the impact of the program on the students and administrators involved in the development of the program during this period. The researcher also described how the Batten Leadership Institute has evolved over the past five years with a focus on how it came into being, what it was like, then and now, and changes that have occurred. The findings are organized by three phases: 1) conceptualization, 2) implementation, and 3) refinement and expansion. The phases are based on a chronological framework and resulting categories and themes emerged. Results indicate the participants' described their leadership skills improved because of their participation and experience in the BLI. The Communication Skills Group and its interpersonal component as well the presence of positive female role-models created the most personal transformation for the student participants. The students' previous ideas and definitions of leadership became more comprehensive. As a result of their personal transformation, their perceptions of the BLI changed from initial uncertainty and hesitation to admiration and support. The program expanded significantly over the first five years. Programmatic challenges have been addressed and many positive changes have occurred. Hollins administrators embraced the BLI and fully supported future expansions within Hollins University and in the Roanoke community.