Student Counseling Services Research Articles

A Brief Group Counseling Model to Increase Resiliency of Students With Mild Disabilities

School counselors often provide counseling services for special education students. The author presents a model for a brief counseling group that focuses on the development of resiliency in middle school students with mild disabilities.

Aspects of nurse education programmes that frequently cause stress to nursing students – fact-finding sample survey

This study examined reported stress in 12 areas commonly reported to cause stress to nursing students. A questionnaire was distributed to 110 third-year nursing students, and the results indicate that stress exists for students in both the clinical and academic aspects of the programme. Financial constraints and academic-related concerns emerged as the most stressful areas for the students. A third of the students reported that relationships with teachers and staff on the ward cause some degree of stress. Factor analysis revealed that five factors emerged as sources of stress. Firstly, ‘academic’ stress factors. The second and third components concern relationships, the former involving teaching-related staff, and the latter involving the clinical experience. The last two components suggest that finance and death of patients are independent sources of stress. Major restructuring is about to take place in nurse education in Ireland, with the introduction of degree preparation for all nursing students in 2002. It is imperative that those involved with nursing students, both in the clinical area and in education settings, take cognisance of the stress that current students face. Recommendations for educators include adequate support structures for clinical areas, preceptorship programmes and the availability of student counselling services.

Observation and reflection: An account of trans-cultural work in a student counselling service

(2002). Observation and reflection: An account of trans-cultural work in a student counselling service. Infant Observation: Vol. 5, No. 1, pp. 73-86.

Albert S. Thompson

Albert S. Thompson has been witness to nearly the entire development of the specialty of counseling psychology. A student of the famous industrial psychologist Morris Viteles, Dr. Thompson received his Ph.D. from the University of Pennsylvania in 1943. After 4 years at Vanderbilt, where he started the student counseling service, he moved to Teachers College, Columbia University, to replace the retiring Harry Dexter Kitson, a leader in the vocational guidance movement. Dr. Thompson remained at Teachers College until 1988. In many ways, his life and work mirror the growth of applied psychology, and an examination of his career provides a unique perspective on the history of counseling psychology and its possible future directions.

The Role of Counseling Services for Students in Academic Jeopardy: A Preliminary Study

This study examined the impact of an academic counseling approach implemented by counseling center staff for students in academic jeopardy. Participants were 414 undergraduate students placed on academic warning and probation. Students who participated in counseling demonstrated significantly greater increases in grade point average than did students who had not received counseling.

The meaning and application of medical accreditation standards.

The authors examined the operational meaning of the 48 items that state the accreditation standards for teaching, learning, and evaluation in medical school, and determined the extent to which these standards were applied by schools and by on-site evaluators for 59 programs surveyed by the Liaison Committee on Medical Education (LCME) in 1994-1996. In this study, "application" meant that evidence was offered, not necessarily that it proved compliance with the standard. The data sources employed were the medical education databases and self-studies prepared by schools undergoing accreditation surveys, and the reports prepared by ad hoc teams of surveyors. The frequency with which evidence of compliance was offered by the schools and cited by evaluators was determined for each of the 48 accreditation requirements. In addition, the authors compared the patterns of surveyors' concerns about noncompliance at schools surveyed during 1984-1986 and at those visited during 1994-1996. In 1994-1996, schools addressed 42 of the 48 accreditation requirements in 90% of instances of more. The areas of particularly low attention dealt with the definition and communication of educational objectives (47% of schools provided evidence); faculty authority and control of academic programs in clinical affiliates (12%); and the faculty's commitment to being effective teachers and their understanding of pedagogy, curricular design, and methods of evaluation (8%). Survey teams, in contrast, accounted in their reports for only 26 (55%) of the standards during the same time period. Among those least frequently addressed were the definition and communication of educational objectives by schools (accounted for in 59% of the reports); assessment of students' problem-solving ability (51%); comparability of educational experiences and student evaluation across dispersed teaching sites (49%); faculty understanding of pedagogy, curriculum construction, and the evaluation of students (8%); faculty authority and control of academic programs in clinical affiliates (7%); and knowledge of the administration and faculty about methods for measuring student performance (2%). Over the past decade, surveyors' most frequently cited concerns about schools' noncompliance with accreditation standards dealt with student counseling and health services, institutional financial and space/facilities resources, faculty issues, and vacant decanal and department chair positions. Next in order were concerns about various aspects of the educational program leading to the MD degree. Among the high-profile concerns about the educational program that increased significantly over the decade were those about curriculum design, management, and evaluation; primary/ambulatory care experiences; and student advancement policies and due-process issues. Schools paid high attention to most of the 48 standards, in large part because they were prompted by the formatting of the medical education database and self-study guidelines. In those instances of lesser attention, the fault lies as much or more with ambiguities in the construction and meaning of the standards as with institutional laxity. The surveyors' inattention to accreditation standards is more troubling. In some cases it can be attributed to uncertainties about the meaning of the requirements and the quantities that need to be audited; or surveyors may be comfortable reaching a "substantial compliance" threshold without adducing all the evidence. The authors argue that many of the standards given scant attention on surveys are important to educational program development and quality control. The LCME will need to consider whether more prominent definition and highlighting should be given to neglected standards, or whether some of the requirements are at the margin as quality indicators. A planned survey of communities of interest-educators, practitioners, students, graduates, and residency program directors, among others-may help confirm

Difficulties and patterns of social support of mature college students in Hong Kong: implications for student guidance and counselling services

Abstract The extent and nature of the difficulties faced by mature college students in a university in Hong Kong were examined. Who provided which types of support in which aspects of the lives of mature students was investigated. The results showed that time constraints were a major concern of many such students. Differences were found in the problems experienced in different modes of study and with different marital statuses. Spouses were support generalists who provided all types of support to their mature student partners, while lovers, friends and family members were support specialists who provided specific types of social support. The findings lend support to the hypothesis that the more sufficient the perceived social support received by mature students, the less the degree of difficulty they experience in their lives. Implications for service approach and for the provision of services are discussed, and recommendations on how to improve services are made.

Difficulties and patterns of social support of mature college students in Hong Kong: Implications for student guidance and counselling services

The extent and nature of the difficulties faced by mature college students in a university in Hong Kong were examined. Who provided which types of support in which aspects of the lives of mature students was investigated. The results showed that time constraints were a major concern of many such students. Differences were found in the problems experienced in different modes of study and with different marital statuses. Spouses were support generalists who provided all types of support to their mature student partners, while lovers, friends and family members were support specialists who provided specific types of social support. The findings lend support to the hypothesis that the more sufficient the perceived social support received by mature students, the less the degree of difficulty they experience in their lives. Implications for service approach and for the provision of services are discussed, and recommendations on how to improve services are made.

The Significance of the Patient's and the Therapist's Cultural Groups: Examples from a Student Counselling Service

This article describes influences of the cultural background in the therapeutic relationship, taking as an example a student counselling service. Beyond the classical transference-countertransference, in an intercultural relationship there is also a metatransference. Everyone carries his or her own cultural shadow, which becomes visible in an intercultural relationship. This shadow must be acknowledged.

Student counselling services in a Nigerian University

Universities the world over exist to respond to the conditions of their environments. Thus universities in a multi-ethnic Nigeria are not only for the production of high level manpower but also for fostering national consciousness, cultural integration and unity as well as for producing in the students appropriate values and attitudes for psychologically healthy citizenry. The University of Ilorin, Nigeria, in its organizational structure and services recognizes its obligation for the facilitation of human development in its fullest capacity. The application of student counselling for the development of this “whole person” is viewed from the perspective of primary prevention. That is, student counselling is considered developmental rather than therapeutic and is aimed at assisting students to learn the techniques and skills involved in problem-solving and long-term planning. To this end, the University of Ilorin addresses itself to the dimensions of learning such as personal and interpersonal development, citizenship and leadership skills training apart from academic development. Services provided include admission, housing, advisement/counselling, health, social relations, sports, leisure-time activities and financial aids. Various units and committees of the university share in the responsibilities for rendering these services through provision of facilities and various informal learning opportunities for the production of psychologically matured citizenry for the Nigerian nation.

Student counselling in Turkish universities

This article presents general information about the history, relevant laws and legislation, present status and anticipated future development in Turkish Universities, as well as the student counselling services within these institutions. Special emphasis is placed upon the perceived understanding of counselling as commonly accepted by the society, students and counsellors. While discussing the present status of Turkish University Counselling Centers, the proposed models, research findings and problems of the centers are documented. As a more specific example, the Middle East Technical University Counselling Center is described with a discussion of some of the drawbacks and recommended changes for the advancement of the center. Finally, suggestions for a culturally relevant model in terms of the nature, components and organisational structure of the system are discussed.

Student counselling in Germany: An overview

The aim of this report is to describe the development of the student counselling system at German universities. The first chapter gives a short review of the situation in the first decades after the war. The second chapter describes the setting up of working models for student counselling systems which served as a basis for the development of counselling centres in the seventies on a larger scale. Chapter III reports on the student counselling service at Bonn University as an example for a unit integrating information, orientation and person-centred counselling facilities as well as psychological counselling, and in Chapter IV Rott gives an overview of the situation of psychological counselling in Germany.

Student counselling in British universities: Crisis and challenge

This paper describes the present state of student counselling services in British universities. An account is offered of the economic and political context in which counsellors operate. The relationship between financial cut-backs and sharply increased levels of stress among both students and staff is explored. Information is provided about the historical development of counselling services and details are provided about the workloads of counsellors and take-up rates by various categories of students. Alternative models of the counsellor's role are outlined. The overall picture which emerges from this analysis is of student counsellors faced with the challenge of responding to a situation which has many of the hallmarks of crisis.

USE OF STANDARDIZED ASSESSMENT INSTRUMENTS BY MARITAL AND FAMILY THERAPISTS: A SURVEY

Journal of Marital and Family TherapyVolume 20, Issue 1 p. 69-75 USE OF STANDARDIZED ASSESSMENT INSTRUMENTS BY MARITAL AND FAMILY THERAPISTS: A SURVEY Shelly R. Boughner, Shelly R. Boughner Counseling and Human Development Services Program Kent State University Shelly R. Boughner, MA, is a doctoral student in the Counseling and Human Development Services Program, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this authorStuart F. Hayes, Stuart F. Hayes Counseling and Human Development Services Program Kent State University Stuart F. Hayes, MEd, is a doctoral student inthe Counseling and Human Development Services Progam, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this authorDonald L. Bubenzer, Donald L. Bubenzer Counseling and Human Development Services Program Kent State University Donald L. Bubenzer, PhD, is an associate professor in the Counseling and Human Development Services Program, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this authorJohn D. West, John D. West Counseling and Human Development Services Program Kent State University John D. West, EdD, is a professor in the counseling and Human Development Services Program, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this author Shelly R. Boughner, Shelly R. Boughner Counseling and Human Development Services Program Kent State University Shelly R. Boughner, MA, is a doctoral student in the Counseling and Human Development Services Program, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this authorStuart F. Hayes, Stuart F. Hayes Counseling and Human Development Services Program Kent State University Stuart F. Hayes, MEd, is a doctoral student inthe Counseling and Human Development Services Progam, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this authorDonald L. Bubenzer, Donald L. Bubenzer Counseling and Human Development Services Program Kent State University Donald L. Bubenzer, PhD, is an associate professor in the Counseling and Human Development Services Program, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this authorJohn D. West, John D. West Counseling and Human Development Services Program Kent State University John D. West, EdD, is a professor in the counseling and Human Development Services Program, College and Graduate School of Education, Kent State University, Kent, OH 44242.Search for more papers by this author First published: July 1994 https://doi.org/10.1111/j.1752-0606.1994.tb01013.xCitations: 25 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume20, Issue1July 1994Pages 69-75 RelatedInformation

Psychodynamically Oriented Brief Interventions with Medical Students:

This article discusses our work within a medical student counseling service in Naples, Italy. Having briefly described the Italian scholastic system, we indicated the main characteristics of our service, Next, some of the more frequent student complaints, featuring those more directly causing academic failure or under-achievement, are presented, and possible explanatory hypotheses are discussed. A counseling service within the university can help create a physical and mental space for students to rely on, where those troubles, often difficult to recognize and share with others, can be faced and worked through at least in limited fashion.

Formal Student Counselling in a Third World University: An Analysis of the Service, its Roles and Clients

The student counselling service of the University of Papua New Guinea is examined in terms of its roles, staff, and clients. Counsellors were interviewed and the problems of the 1989 cohort of student clients were categorised. The catalyst for seeking professional help was student concern over academic performance rather than the “underlying problems” causing academic difficulty. The most commonly cited problems related to immediate family and close relatives. The counsellors reported that conflicting role demands imposed by the university administration were likely to impede their counselling work and the potential value of the service. Ways of overcoming this conflict are considered.

Noncognitive Predictors of Counseling Center Use by International Students

International students (N= 230) completed the Noncognitive Questionnaire (NCQ) prior to matriculation as freshmen. Results indicated that noncognitive variables, shown previously to be predictive of academic success for international students, also were predictive of their utilization of counseling center services over a 4‐year period. The three noncognitive variables that significantly (p<.05) predicted counseling center use were understanding and ability to deal with racism, preference for long‐term goals over short‐term, immediate needs, and non‐traditional ways of acquiring knowledge. Implications for designing outreach and counseling services for international students are discussed.

A psychologist in Idaho and New Mexico in the 1930s: some recollections.

The author relates his experiences as a newly hired psychology instructor in the Rocky Mountam area during the Depression. He began his career as the first Ph.D. in psychology at what is now Idaho State University at Pocatello, and after that he was one of three psychologists at the University of New Mexico in Albuquerque. Although the main thrust was classroom teaching, there was also opportunity for research and applied psychology, including student counseling and clinical services.

A survey of student counselling in higher and further education in the United Kingdom

Abstract All higher and further education institutions who reported having a student counselling service were surveyed, using a postal questionnaire, during 1985. Information from 212 institutions is presented. It describes what services exist, how long they have existed, their staffing and their workload (in terms of numbers counselled and type of service offered). Comparisons between universities, polytechnics and colleges of higher and further education are made. The stated objectives of the counselling services are summarised, together with identified priorities in counselling functions. Some of the characteristics of counsellors are outlined, including hours worked, training and qualifications.

The Evaluation of Student Counselling: A Review of the Literature 1962-86

Abstract A critical review of studies examining the efficacy of student counselling is presented, together with suggestions for how the design of such research might be improved. Complementary investigations of client and employer attitudes towards and expectations of student counselling services are also described. The need to evaluate student counselling in the face of economic cutbacks is discussed.