This response to Nelson and Neufeldt (1998) and Granello and Hazler (1998) included in this issue discusses their reviews of the constructivist and developmental models in guiding counselor education. Models for diverse learners are suggested. (Author/MKA)

Discusses various paradigms and treatment strategies in working with troubled youth. Proposes a shift from traditional approaches that stress deficits and pathology toward strength-based interventions that focus on positive development. Describes a range of specific innovations in program development that result when research on resilience becomes…

Presents empirical and theoretical evidence to support the relationship between Perry's scheme of intellectual and ethical development and Marcia's identity status model. Discusses a conceptual model to depict the relationships between the two and implications for research and practice. (Contains 31 references.) (Author/GCP)

Baxter Magolda's model emphasizes the importance of the patterns of knowing used by students, and how important those patterns are to the creation of learning environments that empower students both in and out of the classroom. This model can help student affairs educators create these kinds of learning environments. (Author/MKA)

Describes the process of conducting a leadership audit, which is a systematic, comprehensive and objective process to identify all the experiences by which students may develop leadership abilities. Proposes that the results of this process create organizational awareness about leadership opportunities, form the basis of evaluation and planning,…

Maintains that spirituality and spiritual development have been conspicuously absent from student development theories and ignored by many student affairs professionals. Argues for consideration of spiritual development by student development theorists, provides a definition and framework through which to consider spirituality and spiritual…

Surveys university students about their involvement in college and their employment experiences. Results indicate that students who worked 30 or more hours per week were less involved with campus activities than students who were not employed or were employed less than 30 hours. Students with larger work schedules also stated that they believed…

Investigates differences in social cognitive processing between two sub-types of aggressive children in grades two through four: those rejected by their peers and those not rejected. Descriptive discriminant analysis reveals that aggressive nonrejected children were more likely to believe that aggression leads to positive outcomes, and were more…

Study examines attachment organization and dimensions of commitment in 101 females and 30 males with the use of an attachment questionnaire and the Commitment Inventory. Persons in a relationship who endorsed a secure or preoccupied attachment prototype reported stronger personal dedication than those endorsing a fearful-avoidant or…

Reports on a longitudinal study that partially supports Chickering's hypotheses about the relationship between collegiate experiences and psychosocial development. Results indicate that development of purpose and sense of competence were related to collegiate experiences. However, measurement issues emerged regarding development over extended…

Study examines the relationship between psychosocial development and racial development of 539 Black American, Asian American, and Latino American traditional-aged undergraduate college students. Findings suggest that both race and racial identity are clearly related to the combined tasks of psychosocial development. Explores implications for…

Discusses the perceived lack of readiness among sorority and fraternity members to reduce their drinking. Reports on a survey of 106 at-risk Greek students in which 25% report moving into stages that involve thinking about change or action to reduce their alcohol consumption. Proposes that research should assess the extent to which high-risk…

Study assessed the effectiveness of the Student Developmental Task and Lifestyle Assessment (SDTLA) in measuring psychosocial changes from the freshman year through the senior year using longitudinal research design. Results provide evidence of validity for the SDTLA and demonstrate that as a measurement tool, the SDTLA is sensitive to changes…

This qualitative study investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for…

Examines how college students typically make a spiritual quest in their learning and development in college and how their spirituality influences expectations and preparation for work and community life beyond college. (Contains 11 references.) (GCP)