Students' changes in confidence, as measured by the Erwin Identity Scale, were studied from the freshman to the senior year of college in conjunction with the effects of several environmental perceptions. (Author)

Graduate students from minority cultures were surveyed to assess their academic views of themselves and their perceptions of others' views of their academic ability. Overall, the students strongly support Student Affirmative Action (SAA), however, they believed SAA has been only marginally effective in helping minorities. (Author/BL)

Examined research attitudes of graduate students in counseling psychology, the research training environments in graduate programs, and the impact of programs and environments on students' attitudes. Results indicated the role of environment on attitude change seems to depend on students' training levels, suggesting a training environment by…

Explores reasons for the lack of developmental guidance programs in Catholic elementary schools. Presents a developmental guidance model to encourage total development of all students. Describes resources for elementary school guidance including shared personnel and intern programs, and presents guidelines from public school programs. (JAC)

Presents a graduate education model based on important assumptions about plans for society's and students' needs and also principles regarding program goals and development. Describes the model's specific components, i.e., a three-dimensional framework involving self, students, and systems interfacing with three learning levels. (BH)

Reports on a survey of community college chief student personnel officers, which focused on the comprehensiveness of student service program offerings and the relative contribution of the program to designated purposes. Reveals that purposes related to student development were subordinate to those related to delivery of services. (DMM)

Compared college experiences, adult accomplishment, and employment history of 281 former student government participants and 203 nonparticipants. Results revealed no unique long-term effects from student government participation. However, student activity in general was related to job satisfaction and well-being. (JAC)

Advocates for an expanded role for admissions officers which is dependent on a thorough knowledge of the academic, social, and cultural offerings of the institution, a background in student development, and an expertise in counseling. Suggests institutions support and encourage this expanded role. (BL)

A developmental process consisting of four phases that emerged from graduate students' reports of their experiences in a course promoting self-direction is outlined and compared with research on similar processes in other groups. (MSE)

Discusses Carol Gilligan's perspectives on the differences in male and female development, as stated in her 1982 book "In a Different Voice," in terms of implications for student services professionals. Presents several examples and related questions. (JAC)

Evaluated the effectiveness of a faculty-student interaction project in a residence center, using data collected from students (N=170), faculty (N=8), and residence staff (N=21) in the fall and spring. Results showed the project did not have an appreciably positive influence on students, but did generate considerable positive public relations.…

Describes the College of St. Teresa's peace and justice education activities, including a weekly soup line, sponsorship of a Bread for the World chapter, student volunteer work, academic courses, pastoral team work, an Education for Peace and Justice Resource Center, Peace and Justice Days, and conferences. (LAL)

Describes the peace-oriented instructional materials and classroom activities developed by Pat Feller for use in her sixth-grade class. Discusses the adoption of these techniques in another Oregon Catholic school. (LAL)

Addresses the problem of developing the theatrical sensibilities of children so that they learn to appreciate and to understand the art of the theatre. Presents a series of axioms and a unified theory for theatre education. (PD)

Tested the impact of gestalt group therapy on aspects of self-concept in graduate students (N=33). Results showed a significant rise in decisiveness, general adaptation and self-criticism in the gestalt group as compared to the control groups and showed no significant changes in the self-identification and self-acceptance parameters. (LLL)