Describes a library skills program, developed as part of a student development course for college freshmen. Goals and classroom activities are described. Feedback indicated the program was effective in increasing knowledge of available resources. (JAC)

Describes special services available for disabled students at Kingsborough Community College in Brooklyn, New York. These include special registration, individual counseling, tutoring, special testing, community outreach, and special classes. (JAC)

Describes a therapy program for student alcohol abusers conducted by an alcohol treatment specialist. Describes objectives and content of the eight sessions. Follow-up data on the Alcohol Intervention Program suggest it can have positive results. (JAC)

Describes a training program designed to train undergraduate paraprofessionals to plan, facilitate, and evaluate developmental workshops for college students. The program incorporated developmental theory and concepts. (JAC)

Describes a support group for participants in the College Scholars Program at the University of Tennessee (N=8). Students reacted with independence and autonomy in structuring the group, and indicated it was effective in stimulating growth and development. (JAC)

Describes the career education needs of college women who are disabled, a project to provide for those needs, and first-year evaluation results. (Author)

Two models for planning activities in student personnel services are presented. One is highly centralized and the other incorporates planning in decision-making processes. The Office for Student Affairs at the University of Minnesota involves elements of both models in their approach to planning. (Author)

Describes the role of the Learning Needs and Evaluation Center at the University of Virginia, which provides diagnostic testing for learning disabilities as well as psychological consultation. Usage trends are discussed as well as coping patterns of LD students. (JAC)

Describes the Entering Year Program at the University of Iowa, which provides a deliberate and systematic integration of educational support services within the residence hall environment. Goals and specific activities are described. (JAC)

Describes a workshop for nine South American students at the Hebrew University of Jerusalem. The two-day session focussed on exploring coping behaviors that could help students adjust to transitions. (JAC)

Describes a student organization development program composed of undergraduate paraprofessionals who provide services to student organizations. Discusses selection and training of students, service delivery, and populations served. (JAC)

Academic advising is one of the most frequently used but poorest quality student services on a university campus. This article presents the theory and rationale for a departmental advising center as an alternative to the faculty advising system. The structure of the center and its personnel and operations are discussed. (Author)

Faculty and upperclass students were trained in group techniques for freshman advising. The 144 advisees had fewer course and room changes, disciplinary referrals and suspensions, and less residence hall damage. They also returned as sophomores in greater numbers than students who experienced traditional advising. (Author)

Describes a personal effectiveness group for faculty and professional staff. Hostile and favorable reactions to the group proposal and pre-post group survey results are discusssed with implications and caveats for future faculty groups. (Author)

Describes an approach to counseling college students based on systems theory and family therapy. Emphasis is placed on patterns of interaction rather than intrapyschic processes. Two cases typifying the approach are included. (Author)