Community College Counselors Research Articles

Approach/Avoidance Coping among Community College Students and Applications for Student Affairs Professionals

Community college student affairs practitioners are increasingly involved in mental health programming; however, much of research around collegiate mental health uses data from four-year institutions. The present study examines coping behaviors among 81 students engaged with a community college counseling center to understand which coping strategies students used and how coping correlates with depression and anxiety symptomatology. Implications for student affairs practice and future research are discussed.

Does Cooling Out Still Apply? Community Colleges and Educational Expectations

ABSTRACT “Cooling out” is the theoretical process in which community college counselors and faculty seek to adjust the academic goals of low achieving students. Though the rationale behind the concept has changed since it was proposed almost 70 years ago, it is still relevant in the present political environment in which leaders are stressing community colleges as ways to increase higher education opportunities for the public. This research uses data from the 2002 Educational Longitudinal Study to investigate the effects of enrolling in and taking classes at a community college on the likelihood of a student achieving his or her 12th grade higher educational aspiration. About 65% of students who started at a community college had aspired in high school to get a bachelor’s degree. This study found that starting at community colleges or receiving associate degrees has a negative effect on the likelihood that students meet or exceed their bachelor’s degree aspirations within eight years after high school. In contrast, more hours earned improves the likelihood of meeting their aspirations. Furthermore, students who are from a low socio-economic background, or earn low grades, are more likely to not meet their educational aspirations. This research highlights the importance for practitioner interventions for community college students to help more meet their educational aspirations.

“Where Your Ethnic Kids Go”: How Counselors as First Responders Legitimate Proper Course Placements for Community College Students

ABSTRACTPrevious research on remediation has examined course placement practices, but little is known about first responders and how their beliefs about proper course placements help maintain patterns in course access. This study examined how taken-for-granted racial beliefs were used as legitimate knowledge by community college counselors. Haney López’s (2000) race as commonsense theoretical perspective was used to analyze interview data from 34 counselors in 2 southern California community colleges. Data showed that counselors recreated race categories and racial hierarchy, and they did so by reinforcing beliefs about white students as intelligent and deserving higher placements and Latina/o students as comparatively lower in ability and deserving remediation. The results suggest that counselors begin institutionalizing racial sorting immediately as first-time students begin to enroll. The findings highlight the importance of racial mindfulness in policy, practice, and research.

Community College Students’ Awareness of Risk Factors for Mental Health Problems and Referrals to Facilitative and Debilitative Resources

ABSTRACTThe prevalence of school shootings and other campus violence incidents have called attention to the increasing number of college students who are living with Mental Health Disorders (MHDs). There is a substantial amount of literature on MHDs among college students who are attending 4-year universities. However, the literature is lacking research on MHDs among community college students. The purpose of the current study was to analyze archival data to investigate residential community college students’ awareness of MHDs and their willingness to refer a friend who was showing signs of an MHD to facilitative and debilitative resources. The results of a multivariate analysis of covariance (MANCOVA) revealed that residential community college students who had high levels of awareness of MHDs were significantly more willing to refer a friend who was showing signs of an MHD to facilitative resources (for example taking them to the counseling center) compared to students with low levels of awareness. This finding was significant at the p = .000 level with a strong effect size, = .13. In addition, male students were significantly more likely than female students to refer a friend who was showing signs of MHDs to debilitative resources (encouraging them to engage in risky behaviors). Implications for how community college counselors and administrators can take initiatives to increase students’ awareness of MHDs are discussed.

Community College Counseling: Why Are Research Outcomes So Elusive?

This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings.

Providing Psychological Counseling in Community Colleges: Even Greater Challenges and Fewer Resources

Community college counseling is often not well understood in the “university-centric” higher education community. In fact, work at community college counseling centers typically involves an exaggerated version of the challenges found at university counseling centers. At a community college, there are usually vastly fewer resources from the college (number of staff, facilities, and overall financial support), and the student clients often face many more struggles (economic, academic, and psychological). Recently, various professional counseling organizations have begun including community college counselors, and expanded collaboration between those who work at community colleges and at universities benefits all.

Applying Cultura in the Community College Counseling Practice

Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees.

Attention-Deficit/Hyperactivity Disorder in Community College Students

Abstract Attention-Deficit/Hyperactivity Disorder (ADHD) is often unrecognized and infrequently treated in community college students. Since students with disabilities including ADHD are more likely to attend a 2-year rather than a 4-year college and to drop out before graduating, this article describes current conceptualizations of adult ADHD for community college social workers, psychologists, faculty, counselors, and staff. It presents counseling and educational interventions, which can result in greater academic success and an increase in self-esteem for individual students, as well as an increase in retention rates for the college.

ATTRITION AND RETENTION AMONG ACCOUNTING MAJORS IN COMMUNITY COLLEGES: PROBLEMS AND POSSIBLE REMEDIATION

Accounting programs nationwide are reporting declines in enrollment and the demand for new accountants continues unabated. Given this current crisis in accounting education, attention needs to be given to recruitment and retention issues. This study used a Delphi procedure to sample the accounting department chairpersons in one state's community college system regarding four questions: What initially attracts community college students to accounting?; What are the predictors of success for community college students who choose accounting for majors?; What are the major problems students encounter in completing accounting programs and What recommendations do these chairpersons have for reducing attrition among community college accounting majors? Conclusions and recommendations are presented for community college counselors, administrators, and accounting faculty.

Guided Imagery Combined with Music

This article presents a rationale for the inclusion of imagery techniques in community college counselors' therapeutic repertoire for work with at-risk students. The historical, theoretical, and clinical foundations for the use of imagery techniques are briefly reviewed. The Houston Model of Guided Imagery Combined with Music (GICM) is outlined, and the selection of music for the GICM script is discussed. A case example illustrating each level of Houston's four stage typology of imagery is presented to demonstrate the potential affective and cognitive material evoked by imagery techniques. Procedures for the use of the Houston Model of GICM and ethical considerations are delineated.

Research: Students' Perceptions of Need for Personal Counseling Services in Community Colleges

Although the need for personal counseling services is on the rise across college campuses in the United States, many community colleges do not offer personal counseling services on campus. Instead, community college counseling services focus primarily on academic and career advising. The purpose of this study was to survey community college students in North Carolina to determine their interest in and need for a personal counseling center on campus. Participants were 134 men and 202 women, 18–68 years of age. Of the participants, 70% indicated that having a personal counseling center on campus would be “very helpful” or “helpful.” Results are discussed, and recommendations are made for college counselors working in community college settings.

COMPARISON OF THE BECK DEPRESSION INVENTORY-II AND THE INVENTORY TO DIAGNOSE DEPRESSION: IMPLICATIONS FOR COMMUNITY COLLEGE COUNSELORS

Community college counselors need to assess depressive symptoms in students and to differentiate depressive symptoms from anxiety symptoms to help them implement crisis intervention strategies. Two instruments available to the community college counselor are the Beck Depression Inventory-II (BDI-II) and the Inventory to Diagnose Depression (IDD). This article, which is based on the published literature, reports on and discusses the construct and discriminant validities of the BDI-II and IDD so that community college counselors may use them with knowledge of the strengths and weaknesses of each instrument. Although results should be interpreted with caution, both instruments are useful in measuring the presence or absence of depressive symptoms.

PERSONAL COUNSELING AS A FUNCTION OF THE COMMUNITY COLLEGE COUNSELING EXPERIENCE

The roles and responsibilities of community college counselors have altered over the last 40 years as a result of profound social, cultural, economic, and political changes. A compounding factor is the dramatic demographic shifts that have occurred across the United States. Although academic and career-related issues traditionally have been the cornerstones of the work of community college counselors, this too is changing. Reports of the escalating frequency and severity of mental health concerns of community college students have prompted counselors to increasingly emphasize personal counseling. This article summarizes some personal issues that counselors are now likely to encounter with community college students. Recommendations for community college counselors working with students experiencing personal difficulties are also included.

TRANSITION COUNSELING IN THE COMMUNITY COLLEGE

According to the U.S. Department of Education, 44% of students entering American colleges and universities in 1995 were over age 25.As increasing numbers of students make changes to enter community college, it is imperative that counselors address the fundamental dilemmas facing this population. Addressing the transition concerns of these students as they navigate through community college may provide a counseling perspective that effectively enhances overall student development while simultaneously influencing future growth and success. This article outlines counseling considerations, from assessment to intervention, designed to help the community college counselor meet students' transition needs.

DEVELOPMENTAL TASKS OF ADULTHOOD: IMPLICATIONS FOR COUNSELING COMMUNITY COLLEGE STUDENTS

Although debate continues regarding the degree of trauma associated with the transitions into and through adulthood, there is widespread agreement that these developmental shifts represent a complex period as individuals seek to develop a sense of identity distinct from their families of origin. Society appears to further complicate these tasks with its lack of clearly defined indices of adulthood and its apparent lack of support for individuals in transition. This article reviews major developmental tasks of adults during early adulthood along with issues associated with transition into middle and later adulthood and provides suggestions for community college counselors working with these individuals.

COUNSELING CULTURALLY DIFFERENT STUDENTS IN THE COMMUNITY COLLEGE

A community college counselor is first and foremost a student advocate, who meets as often as needed with students to assist them in achieving their educational goals. Students whose cultural backgrounds are different from the mainstream culture will face adverse situations when confronted with a new cultural environment that does not validate their experiences or appreciate their social behavior. Coming from linguistic backgrounds in languages very much different from English, many foreign‐born students, especially those who have recently arrived, experience one of the most difficult stages of the acculturation process. They need to acquire English, and acquire it fast. Community colleges should provide separate new students’ orientation sessions to ESL students to create a pressure‐free atmosphere. In career counseling, counselors need to help immigrant and refugee students become aware of the nature of the American job market. Counselors need to encourage foreign‐born students to strive hard to improve...

Clinical Supervision of Community College Counselors: Current and Preferred Practices

A survey of community college counselors was conducted to determine current and preferred supervision practices. Results indicated that although most respondents want clinical supervision, few receive it.

MULTICULTURAL CAMPUSES: THE CHALLENGE FOR COMMUNITY COLLEGE COUNSELORS

Community colleges nationwide are faced with the challenge of programming initiatives that will allow them to adequately meet the needs of a rapidly growing multicultural student population. This article addresses the need for multicultural counseling and provides a framework for community college counselors working on multicultural campuses.

Counseling at the center: High tech, high touch

AbstractAn overview of community college counseling–as a core student service–is presented, along with a look at the uses of technology in counseling and the appropriate division between technology and personal contact.

Role Conflict Among Community College Counselors

Role Conflict Among Community College Counselors