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University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2009 The Experience of the Female Volunteer Student Advocate: A Phenomenological Study of University of Montana Student Assault Resource Center Advocates Kerry S. Maier The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Maier, Kerry S., "The Experience of the Female Volunteer Student Advocate: A Phenomenological Study of University of Montana Student Assault Resource Center Advocates" (2009). Graduate Student Theses, Dissertations, & Professional Papers. 1012. https://scholarworks.umt.edu/etd/1012 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. THE EXPERIENCE OF THE FEMALE VOLUNTEER STUDENT ADVOCATE: A PHENOMENOLOGICAL STUDY OF UNIVERSITY OF MONTANA STUDENT ASSAULT RESOURCE CENTER ADVOCATES By KERRY SUSAN MAIER Masters of Arts, University of Montana, Missoula, MT, 1996 Bachelor of Arts, University of Montana, Missoula, MT, 1992 Dissertation presented in partial fulfillment of the requirements for the degree of Doctorate of Education The University of Montana Missoula, Montana May 2009 Approved by: Perry Brown, Associate Provost for Graduate Education Graduate School Catherine B. Jenni, Chair Counselor Education David Brown Counseling and Psychological Services Merle J. Farrier Educational Leadership Darrell Stolle Educational Leadership Rita Sommers-Flanagan Counselor Education © COPYRIGHT by Kerry Susan Maier 2009 All Rights Reserved ii Maier, Kerry S., Ed.D., LCPC, Spring 2009 Counselor Education & Supervision The Experience of the Female Volunteer Student Advocate: A Phenomenological Study of The University of Montana Student Assault Resource Center Advocates Chairperson: Catherine B. Jenni, Ph. D. This qualitative research explores how volunteering as an advocate at the Student Assault Resource Center (SARC) at The University of Montana, impacts the lives of the student advocates. Unstructured interviews with six SARC advocates were analyzed through the process of phenomenological reduction providing essential descriptions of the experience in the participants’ natural language. Analysis indicated the importance of adequate training, formation of trust among the advocates, and the need for playfulness in the midst of challenging and difficult work. Results further revealed that the participants experience self-care as an important and necessary part of advocate training and of their daily lives, fostering self confidence and feelings of empowerment. Also indicated was the need for thoughtful, consistent support from the coordinator of the advocacy program. This study has implications for any organization interested in improving services both to rape crisis volunteers and to the clients they serve. iii ACKNOWLEDGEMENTS For my friend and partner in crime, Dr. Cheryl Minnick, who went above and beyond the call of friendship by reading and editing almost every page of this dissertation. You have led the way in so many different ways. Thank you my friend For my dear friend, Diana Reetz-Stacey, who spent hours beside me in the library, encouraged me, making me laugh and helping me stay healthy by eating well and exercising. Thank you lovely Diana To Kate Pruitt-Chapin, MSW, SARC Coordinator and friend. Whose passion and creativity are a true inspiration To ALL the amazing SARC advocates I have had the honor of working with over the years. Your commitment, compassion and caring have soothed more wounds than you can imagine. Thank you to my Committee, who never lost faith in the fact that one day, I would actually finish. David Brown, Ph.D. Merle Farrier, Ed.D. Rita Sommers-Flanagan, Ph.D. Darrell Stolle, Ed.D. And last, but certainly not least, to my Committee Chair: Thank you to Cathy Jenni, Ph.D., for your time, energy, wisdom, and encouragement. iv DEDICATION For My Sweet I dedicate this dissertation to my husband, Marty Rausch, who supported and encouraged me throughout the long dissertation journey. Not only did he cook and clean, he read, re-read and edited every page of this long dissertation. He encouraged me, developed his own passion for the issues of sexual assault, and with great wisdom, kindness and generosity, he discussed and critiqued the themes of my dissertation. Most of all, he believed in my work and in me as a person. I feel very loved and honored to share my life’s journey with this man. v TABLE OF CONTENTS Chapter One: Introduction………………………………………………………… 1 Statement of the Problem………………………………………………… 1 Volunteering……………………………………………………………… 2 The Student Assault Resource Center at The University of Montana………………………………………. 3 Rational/Purpose for the Study…………………………………………… 4 Design of the Study………………………………………………………. 5 Researcher Interest……………………………………………………….. 6 Chapter Two: Literature Review…………………………………………………. 9 Introduction……………………………………………………………….. 9 Volunteerism……………………………………………………………… 10 What is a Volunteer?........................................................................ 12 Who Volunteers?.............................................................................. 13 Who is the Student Volunteer?......................................................... 14 Reasons for Volunteering…………………………………………. 15 Benefits for the Student Volunteer……………………………….. 18 Retaining the Volunteer…………………………………………… 19 Volunteerism in Human Services/First Responders………………. 21 Vicarious Trauma…………………………………………………………. 23 Effects of Vicarious Traumatization………………………………. 25 Coping Strategies………………………………………………….. 28 Issues of Importance for the Sexual Assault Advocate…………………… 31 Historical Context of the Sexual Assault………………………….. 31 Rape……………………………………………………………….. 33 Domestic Violence………………………………………………… 35 Stalking and Cyber-Stalking……………………………………… 37 Sexual Assault Costs……………………………………………… 39 The Role of Alcohol………………………………………………. 40 Cultural Considerations…………………………………………… 42 The Homeless……………………………………………………... 44 The Disabled………………………………………………………. 46 The Elderly………………………………………………………… 47 People of Color……………………………………………………. 48 African American People…………………………………. 48 American Indians………………………………………….. 50 Gender Differences………………………………………………... 51 Lesbian, Gay, Bisexual and Transgender…………………………. 52 Summary of Issues of Importance for the Advocate……………... 53 Sexual Assault Program Characteristics…………………………………... 53 Sexual Assault Prevention………………………………………… 55 Models for Sexual Assault Advocacy Programs………………….. 56 vi The University of Southern California……………………. 57 Boise State University...…………………………………… 57 Idaho State University…………………………………….. 58 North Dakota and South Dakota Universities …………….. 58 University of Wyoming…………………………………… 59 Montana State University…………………………………. 59 Washington State University……………………………… 60 The Student Assault Resource Center at The University of Montana……. 60 SARC Services……………………………………………………. 61 Resource Library………………………………………….. 61 Support Groups……………………………………………. 62 Academic Advocacy………………………………………. 62 First Responder Training………………………………….. 62 The Peer Education Program……………………………… 62 Peer Advocacy Program…………………………………... 62 The Student Assault Resource Center Advocate…………………………. 63 Recruitment for the Position of SARC Advocate………………….. 63 Advocate Training………………………………………………… 64 On the Job…………………………………………………………. 66 Client Contact……………………………………………………… 67 Just for Fun………………………………………………………… 69 Purpose of the Study………………………………………………………. 69 Summary…………………………………………………………………... 70 Chapter Three: Methodology…………………………………………………….. 72 Research Design…………………………………………………………… 72 Qualitative Research………………………………………………. 72 Rationale for Qualitative Research………………………………… 74 The Phenomenological Method……………………………………. 76 Data Collection Procedure…………………………………………………. 78 The Setting…………………………………………………………. 79 Participant Selection……………………………………………….. 79 Background Information ………………………………………….. 81 (P1) Trish………………………………………………….. 81 (P2) Jane…………………………………………………… 81 (P3) Anne………………………………………………….. 81 (P4) Mary………………………………………………….. 81 (P5) Susan…………………………………………………. 81 (P7) Nancy………………………………………………… 82 Consent and Confidentiality………………………………………. 82 Data Collection……………………………………………………. 83 Research Statement of Inquiry…………………………………………….. 84 Pilot Study…………………………………………………………………. 85 Data Analysis……………………………………………………………… 85 Description of Phenomenological Reduction……………………………... 86 vii Level One…………………………………………………………. 86 Level Two…………………………………………………………. 86 Level Three………………………………………………………... 87 Level Four…………………………………………………………. 87 Level Five…………………………………………………………. 87 Level Six…………………………………………………………... 88 Evaluation Criteria………………………………………………………… 88 Delimitations………………………………………………………. 90 Limitations………………………………………………………… 90 Self Reflection…………………………………………………………….. 91 Role of the Researcher…………………………………………………….. 92 Chapter Four: Data Analysis and Results………………………………………… 94 Phenomenological Reduction ……………………………………………. 95 Level One: Verbatim Transcriptions……………………………… 96 An Example of Level One………………………………… 96 Level Two: Spontaneous Meaning Units…………………………. 97 An Example of Level Two………………………………... 97 Level Three: Emergent Themes…………………………………... 98 An Example

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