Student Personnel Program Research Articles

Perceptions of New Student Affairs Professionals and Their Supervisors Regarding the Application of Competencies Learned in Preparation Programs

In his recent article on the relevance of grad uate preparation of new college student person nel professionals, Herdlein (2004) stated, “It is unclear whether graduate programs in student affairs have been satisfactory in preparing student affairs administrators in the rapidly changing environment of higher education.” (p. 51). Indeed the issue of whether or not college student personnel (CSP) programs have been successful in preparing students to work in student affairs has been an issue for nearly 50 years. This issue has been compounded by the fact that there still remains fierce debate as to what knowledge college student personnel graduates need in order to be successful in the profession. Almost 5 decades ago, Mueller (1959) made the argument that the most essential skills needed for students considering a career in student personnel were counseling related. Mueller’s argument was supported by Parker (1971), who also contended that counseling skills were the essential ingredients necessary for success in student affairs. During the early 1980s, however, others argued that it was more important for graduate preparation programs in college student personnel to emphasize administration and practical experience over counseling skills (Ostroth, 1981; Stamatakos, 1981a, 1981b). Students in college student personnel preparation programs, it was felt, need to be given the opportunity to work in the field to develop their skills, and there was increasing concern that students who gradu­ ated from these programs were not learning the competencies that the field acknowledged as being crucial to early success in student affairs. By contrast, Sandeen (1982), in a poll of senior student affairs officers (SSAOs), found that 73% of the SSAOs surveyed assessed the academic quality of graduate degree programs in college student personnel as either “good” or “excellent.” Sandeen’s study affirmed the notion that senior student affairs officers view professional preparation as a very important issue. As the profession continued to develop it became clear that it was not simply a case of “counseling vs. administration.” College student personnel graduates needed to learn a wide range of skills, including those related to counseling and administration, if they were to be effective in their chosen profession. In a survey of first–year professionals in student

Graduate Student Constructions of Spirituality in Preparation Programs

Are emerging student affairs professionals prepared to respond to undergraduates' growing interest in spirituality? This study explored that question through interviews with 32 graduate students in three college student personnel programs, one at a state university and two at religiously affiliated institutions. Students reported that authenticity, connectedness, purpose, and transcendence were themes evident in their curriculum. However these emphases were not uniformly identified as spiritual nor were they typically recognized as preparing them to work with undergraduates' spiritual quest. Additionally, how faculty mediated institutional and program context had significant influence on graduate students' exploration of spirituality.

Exploring the Role of Spirituality in the Preparation of Student Affairs Professionals: Faculty Constructions

The purpose of this study was to explore faculty perspectives about the role spirituality plays in curriculum and pedagogy in preparing student affairs professionals to respond to undergraduates' spiritual searching. Twelve faculty from three college student personnel programs, one at a state university and two at religiously affiliated institutions, were interviewed. The results indicated that faculty were critically examining "big questions" (Parks, 2000) of meaning, purpose, and identity with their graduate students and saw this as central to their mission, but often these curricular emphases were not seen as spiritual nor were they recognized as preparing professionals to respond to undergraduates' spiritual questioning.

Entering the Magic Circle: Building Bridges Through A Religious Mission That Guides Professionalization

The purpose of this article is to articulate the means by which the professionalization process in our college student personnel program at a private, church-related institution is operationalized. Discussed are the religious mission, how it is translated into the program goal of professionalism, and what implications the process has for other institutions.

Entering the Magic Circle: Building Bridges Through A Religious Mission That Guides Professionalization

The purpose of this article is to articulate the means by which the professionalization process in our college student personnel program at a private, church-related institution is operationalized. Discussed are the religious mission, how it is translated into the program goal of professionalism, and what implications the process has for other institutions.

The Past, Present, and Future of Student Affairs: A Professional Profile of Theodore K. Miller

Theodore K. Miller began his career in 1957 as the counselor for men at the University of Florida and then worked as a counseling psychologist at the State University of New York at Buffalo starting in 1962. He left there 5 years later to start a student personnel program at The University of Georgia. During his 30 years at Georgia, Miller established a nationally recognized graduate professional preparation program and became one of the most prominent figures in the field of college student development. This profile focuses on the professional influences in his life and on his role in developing quality assurance measures for counseling and human development programs and for student affairs functional areas.

Table of Contents

Abstract An “Inviting” Theory of EducationWilliam PalmerEnglish DepartmentAlma College Editor's Note CASE STUDIESThe First AmendmentDenise Henning and Diane GillespieUniversity of Nebraska CASE STUDY RESPONSESPaul BerghoffDepartment of EducationUniversity of North CarolinaPembroke ERIC TRACKSThe Interrelatedness of Intellectual, Social, and Emotional Influences on Student LearningPatrick G. Love, Assistant Professor and Advisor to the Higher Education and Student Personnel program at Kent State University and Anne Goodsell Love, Assistant to the Vice President for Student Affairs at the University of Akron. BOOKSStudying StyleHorace S. Rockwood, III Professor of English, California University of Pennsylvania Coordinator, PA Summer Academy for the Advancement of College Teaching

Educators' perceptions and attitudes toward school counseling and student personnel services: A cultural perspective

This study was designed to survey and compare attitudes and perceptions toward school counseling and student personnel programs as held by educators in the Caribbean. The subjects in the study comprised 275 teachers and administrators employed in public and private junior and senior high schools in Nassau, Bahamas. The statistical tests used to analyze the data were the Kruskal-Wallis one-way analysis of variance and the Friedman two-way analysis for repeated measures. The findings indicate that administrators at all levels expressed significantly more favorable attitudes and perceptions toward counseling and student personnel programs in the schools than teachers. Teachers in the study expressed the following: (a) serious concern regarding the competency of practicing counselors in their schools; (b) a need for clarification of their role and function in the guidance process and a clarification of the counselor's role; and (c) minimum acceptable standards should be established for school counseling positions.

Humanizing student services: Sources and information

AbstractAdditional resources on community college student personnel programs, supplied by the ERIC Clearinghouse for Junior Colleges.

Student Personnel Programs in the Community Junior College

Student Personnel Programs in the Community Junior College

Student Personnel Programs in the Community Junior College

Student Personnel Programs in the Community Junior College

Why some students do not use university counseling facilities.

EDRS Price MF-$0.65 HC-$3.29 *College Students, Counseling, *Counseling Centers, Counseling Programs, Counseling Services, *StudelA Attitudes, Student Opinion, Student Personnel Programs, *Student Personnel Services, Student Personnel Work, *Student Problems A four part instrument for empirically answering how stigma, seriousness of problem, student attitudes, counseling experience, and information affect student usage of the university counseling facilities is discussed. The four parts, completed by 181 students, include: (1) biographical data; (2) five sub-scales derived through item analysis with good internal consistency and homogeneity; (3) a checklist of problems; and (4) whom subjects would take problems to. Results indicate: (1) that subjects are favorable to the concept of counseling; (2) that the stigma of seeking counseling is of little concern; (3) that subjects generally have little information about the counseling center and the counseling process; (4) that friends, close relatives, faculty, and psychological services, in that order, would be chosen for help with personal problems; and (5) that depression, choice of major, and the future are the most common problems, while drugs and alcohol are the least common. (Author/TL)

Seminar 17 Student Personnel Programs in Small Colleges: The Climate of Learning

Seminar 17 Student Personnel Programs in Small Colleges: The Climate of Learning

BOOK REVIEW

Book reviewed in this article:New Careers for the Poor by Arthur Pearl and Frank Riessman.Guidance in Agricultural Education by Harold H. Byram. Second edition.Vocational Guidance Readings edited by George D. Demos and Bruce Grant.Psychotherapy and the Psychology of Behavior Change by Arnold P. Goldstein, Kenneth Heller, and Lee B. Sechrest.Junior College Student Personnel Programs: Appraisal and Development National Committee for Appraisal and Development of Junior College Student Personnel Programs. A report to the Carnegie Corporation of New York.Evaluating Executive Decision Making: The In Basket Technique by Felix M. LopezBureaucracy in Higher Education by Herbert Stroup.

Higher Education Programs

ONCE AGAIN it must be reported that research on student personnel programs in higher education in the past three years has been characterized by paucity. The little that has been done will be reported under the following headings: four-year colleges, extended education, and junior colleges. What might be described as sage literature-thoughtful writing by those of broad and long experience-will be briefly summarized. In the October 1960 issue of the REVIEW, Feder and Siller concluded that there is little evidence concerning the validity of certain stereotypes of organization and function that have been adopted in student personnel practices. They recommended more research involving use of controlled experimentation as well as study of similar institutions with some variation of program in order that the assumptions under which present programs are operating might be validated. Although the tendency to lean heavily on surveys of practices may reveal normative practice and, in effect, establish least common denominators, it may stifle organizational and operational experimentation. Although the guidance movement is entering into its second half-century, Rothney and Farwell reported in the April 1960 REVIEW that there is general recognition of the need for evaluation of guidance services. However, there is little evidence that this need is being met. Guidance services, like many other services in education, are still offered largely on the basis of hope and faith. After reviewing research activities pertaining to students and student personnel programs being conducted by 13 agencies and centers for the study of higher education, Robinson and Brown (1961) reported 77 studies in progress or recently concluded. All of these have to do with such matters as student characteristics, attendance, retention, and withdrawal, as well as with aspects of student personnel programs. No studies were reported that looked at student personnel programs as a whole.

The Freshman Psychology Course As the Basis for a Student Personnel Program

The Freshman Psychology Course As the Basis for a Student Personnel Program

Review of The Administration of Student Personnel Programs in American Colleges and Universities.

Review of The Administration of Student Personnel Programs in American Colleges and Universities.

On Vocational Guidance

Guidance Services in Schools, by Clifford P. FroehlichPersonal Adjustment to Business, by James Gates and Harold MillerRehabilitation: A Community Challenge, by W. Scott AllanWhat Happened to Our High Schools?, by John Francis LatimerTrends in Distributive Education, A Report of A National ConferenceOccupations and Values, by Morris Rosenberg with the assistance of Edward A. Suchmann and Rose K. Goldsen. Glencoe, Ill.Occupational Information, by Max F. Baer and Edward C. RoeberThe Administration of Student Personnel Programs in American Colleges and Universities, Series VI Student Personnel Work, No. 19, by Daniel D. Feder (Chairman), Joan Fiss Bishop, Wendell S. Dysinger, and Leona Wise JonesA Directory of Small Colleges, by Alfred T. HillIt's Your Life, by James J. Cribbin, Brother Philip Harris, and William J. McMahon

The Student Personnel Program

The Student Personnel Program

Brumbaugh, A. J. and Berdie, Ralph F. Student personnel programs in transition. Washington, D. C.: American Council on Education, 1952. 44 P. $0.50

Science EducationVolume 38, Issue 5 p. 419-420 Book Review Brumbaugh, A. J. and Berdie, Ralph F. Student personnel programs in transition. Washington, D. C.: American Council on Education, 1952. 44 P. $0.50 First published: December 1954 https://doi.org/10.1002/sce.3730380553AboutPDF 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 Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume38, Issue5December 1954Pages 419-420 RelatedInformation