Student Affairs and College Counseling © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Student affairs is broad range of services that includes, but is not limited to: • Recruitment activities • Admissions • Registration • Orientation   • Residential Life • Counseling • Advising • Much more Student affairs practitioners help to facilitate students’ learning and knowledge Student affairs practioners work in a variety of settings © 2007 Thomson Brooks/Cole, a division of Thomson Learning  The Beginning ▪ American Colleges in 1700s saw their goal as the moral development of men for the clergy ▪ Faculty saw students as immature and in need of moral guidance ▪ Philosophy of “in loco parentis” reigned ▪ Faculty took on most of the roles that student affairs practitioners today © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Expansion of Student Services ▪ Early 1800s faculty less involved with moral and religious development and more interested in academic relationshi ▪ Late 1800s concern for personal development of students resurfaced ▪ Deans of students were hired ▪ First student affairs staff hired (e.g., counselors) © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Expansion of Student Services (Cont’d)  Psychoanalysis, vocational guidance, and testing at beginning of the 20th century, led to emphasis on the psychological aspects of students and aptitude testing  Early 1900s saw some of first associations formed: ▪ National Association of Women Deans and Counselors (NAWDAC) ▪ National Association of Student Personnel Administrators (NASPA) ▪ American College Personnel Association (ACPA) , now called College Student Educators International (although they’ve kept the acronym: ACPA) © 2007 Thomson Brooks/Cole, a division of Thomson Learning   Depression of 1920s and 1930s brought cutbacks  Affected student affairs services  Decline in enrollment 1940s: Resurgence of student affairs practice as country moved out of depression  GI Bill at end of WWII  Law numbers of people going to college  Many needed academic guidance and personal support services © 2007 Thomson Brooks/Cole, a division of Thomson Learning  1960s through 1980 1960s: Civil rights rallies and antiwar protests on campuses In loco parentis not as important (students want independence) Theories of student development introduced 1960s and 1970s: Application of student development theories Rise in proactive interventions: e.g., crisis centers, women’s centers, substance abuse centers ▪ More counseling centers ▪ ▪ ▪ ▪ ▪ © 2007 Thomson Brooks/Cole, a division of Thomson Learning   1980s  Refinement and increased use of developmental theories  Focus on minorities, women, and nontraditional students  Broadening of services, yet funding cutbacks  A number of legislative initiatives related to affirmative action, sexual harassment, student rights 1990s  Funding cutbacks and reduction in services to recession  Colleges attempted to maintain academic programs while trying to reduce the cost of student services © 2007 Thomson Brooks/Cole, a division of Thomson Learning   Late 1990s  Resurgence of funding and solvency of programs  Focus on technology and campus violence (and safety) issues Current Practices  Increased emphasis on creating a multicultural environment  Focus on ensuring a safe and secure campus  Focus on reducing drugs and alcohol  Maintaining programs in light of cuts to higher education © 2007 Thomson Brooks/Cole, a division of Thomson Learning   The Counselor: Guiding, Supporting, Advising Students Counselors will:  Address the needs of the “whole” student, (emotional, physical, spiritual, and interpersonal aspects)  See each student is unique  Recognize that the affective domain is integral to the student’s development  Have a developmental perspective  Understand the importance of the personal characteristics of the helper  Sees how counseling can be of value to students and ultimately to universities © 2007 Thomson Brooks/Cole, a division of Thomson Learning 10  Perry’s Scheme of Intellectual and Ethical Development  Dualism  Relativism  Commitment in Relativism © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16           Academic Support Services Campus Career Development Services Counseling Centers (see Box 18.1, p 622) Disability Services (Office of Educational Accessibility) Health Services Human Resources Multicultural Student Services (see Box 18.2, p 625) Residence Life and Housing (see Box 18.3, p 626) Student Activities Services Other Student Services Offices (see Box 18.4, p 627) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17  Up to 1/3 of students are students of color  Multicultural issues has become particularly important  Applying Student Development Theory to Students from Diverse Backgrounds  Student affairs practitioners need to make sure their theories are applicable to students from diverse groups  Student affairs practitioners need to be particularly up on Racial/Cultural Identity Models (See Chapter 14)  Student affairs practitioners must increasingly understand students who have biracial and multiracial backgrounds © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Implementing a Cultural Environment Transitions Model  Help universities transform their environment to one that embraces diversity  Valverde’s model describes five sequential stages in the development of a multicultural college campus  See Table 18.1, p 629 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19  Becoming a Cultural Broker  Help administrators see how the use of culture-specific terms such as “Christmas vacation” might be offensive  Help orientation leaders assess needs of diverse students  Assist in recruitment of diverse staff  Encourage use of nonsexist/nonculturally biased language  Offer diversity workshops for students, staff, faculty, and administrators  Provide assistance (e.g., scholarships) to encourage minority students to enroll  Support the development of cultural student groups  Advocate for those traditionally oppressed on campus © 2007 Thomson Brooks/Cole, a division of Thomson Learning 20  Removing the Barriers to Academic Excellence of Underrepresented Students  Often, an artificial barrier between students and traditional faculty which affects academics of diverse students  This barrier often related to: ▪ Differences in language ▪ Differences in of meaning making, ▪ Differences in sexual orientation ▪ Faculty perceptions of racial and ethnic conflict ▪ General cultural differences  Work with faculty to help them understand barriers © 2007 Thomson Brooks/Cole, a division of Thomson Learning 21  Creating a Social Justice Environment  Three ways: Provide support for students from diverse backgrounds as well as those who have been disenfranchised and poor Educate students about oppression and privilege and create an affirming environment that advocates for liberation of oppressed Work to change policies and institutional structures that foster oppression © 2007 Thomson Brooks/Cole, a division of Thomson Learning 22  Ethical Concerns  Ethical guidelines: Two that you can use: ▪ ACPA has its own ▪ ACCA applies ACAs guidelines  Confidentiality and Duty to Warn ▪ See “Tarasoff Case and Foreseeable Harm (Duty to Warn) Box 4.13, p 142 ▪ Speak out when there is a “Duty to Warn” © 2007 Thomson Brooks/Cole, a division of Thomson Learning 23  Ethical Concerns (Cont’d)  Confidentiality, Informed Consent, and the Breaking of Rules ▪ Student affairs specialists work for an institution but also has an ethical allegiance with their clients ▪ If a student is going to something that might harm the institution, the specialist might be placed in the middle ▪ Thus, the student affairs practitioner must be clear with his or her clients about the limits of confidentiality © 2007 Thomson Brooks/Cole, a division of Thomson Learning 24 Professional Issues  Professional Associations ▪ ACCA: (div of ACA): American College Counseling Association ▪ ACPA: College Student Educators International ▪ NCDA: National Career Development Association ▪ NASPA: National Association of Student Personnel Administrators  ▪ AMHCA: American Mental Health Counselors Association © 2007 Thomson Brooks/Cole, a division of Thomson Learning 25  Professional Issues (Cont’d)  The New Non-Traditional Student: The Impact of Distance Learning ▪ Students may no longer be on campus ▪ Student affairs practitioners must consider how they will work with these distance students ▪ How will services be provided? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 26  Professional Issues (Cont’d) ▪ Salaries of Student Affairs Practitioners ▪ Salaries vary dramatically, based on:  Location  School  Job  Level ▪ Can vary from high $20’s to in to $100,000’s © 2007 Thomson Brooks/Cole, a division of Thomson Learning 27  Legal Issues: Campus Safety  Alerting students  Threat assessment teams  Knowing how to deal with a student who is a potential threat  Knowing when and how to release about a student in if you work at a counseling center on campus © 2007 Thomson Brooks/Cole, a division of Thomson Learning 28  Legal Issues: Liability Concerns(cont’d)  In Loco Parentis: Schools need to protect students from physical and psychological harm  Alcohol Abuse: Addressing underage drinking and alcohol abuse  Defamation and Libel: Dealing with student organizations and the media relative to defamation of character (e.g., defaming a student)  Civil Rights Liability (ensuring civil rights of all people on campus)  Contract Liability: Ensuring that publications involving contracts with people on campus are properly published and admnistered  The Rights to Records: FERPA © 2007 Thomson Brooks/Cole, a division of Thomson Learning 29  Colleges and universities have historically bee “cutting edge.”  One must be a forward thinker to work as a student affairs practitioner  “The role, mission, and goals of student affairs have never been, and hopefully never will be, static For it is in the dynamic tension that resides within and between the field and higher education’s changing institutions that the seeds of our power and value can be found.” (Rentz, 2004, p 54) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 30 [...]... a division of Thomson Learning 20  Removing the Barriers to Academic Excellence of Underrepresented Students  Often, an artificial barrier between students and traditional faculty which affects academics of diverse students  This barrier often related to: ▪ Differences in language ▪ Differences in of meaning making, ▪ Differences in sexual orientation ▪ Faculty perceptions of racial and ethnic conflict... about the limits of confidentiality © 2007 Thomson Brooks/Cole, a division of Thomson Learning 24 Professional Issues  Professional Associations ▪ ACCA: (div of ACA): American College Counseling Association ▪ ACPA: College Student Educators International ▪ NCDA: National Career Development Association ▪ NASPA: National Association of Student Personnel Administrators  ▪ AMHCA: American Mental Health Counselors... division of Thomson Learning 25  Professional Issues (Cont’d)  The New Non-Traditional Student: The Impact of Distance Learning ▪ Students may no longer be on campus ▪ Student affairs practitioners must consider how they will work with these distance students ▪ How will services be provided? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 26  Professional Issues (Cont’d) ▪ Salaries of Student... knowledge of development to help guide students  Many different developmental theories can be applied  Two popular theories ▪ Chickering’s Seven Vectors Model ▪ Perry’s Scheme of Intellectual and Ethical Development © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14  Chickering’s Seven Vectors of Student Development 1.Achieving Competence 2.Managing Emotions 3.Developing Autonomy 4.Establishing... Thomson Brooks/Cole, a division of Thomson Learning 23  Ethical Concerns (Cont’d)  Confidentiality, Informed Consent, and the Breaking of Rules ▪ Student affairs specialists work for an institution but also has an ethical allegiance with their clients ▪ If a student is going to do something that might harm the institution, the specialist might be placed in the middle ▪ Thus, the student affairs practitioner... Multicultural Student Services (see Box 18. 2, p 625) Residence Life and Housing (see Box 18. 3, p 626) Student Activities Services Other Student Services Offices (see Box 18. 4, p 627) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17  Up to 1/3 of students are students of color  Multicultural issues has become particularly important  Applying Student Development Theory to Students from Diverse Backgrounds... “Christmas vacation” might be offensive  Help orientation leaders assess needs of diverse students  Assist in recruitment of diverse staff  Encourage use of nonsexist/nonculturally biased language  Offer diversity workshops for students, staff, faculty, and administrators  Provide assistance (e.g., scholarships) to encourage minority students to enroll  Support the development of cultural student groups... The Educator: Fostering Intellectual and Personal Growth  Advisor  Mentor  Curriculum Builder/Instructor  Evaluator/Assessor  Scholar-Researcher © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11  The Campus Ecology Manager: Creating a Successful Student Development Climate  Physical Setting  Human Aggregates  Organizational Structure and Dynamics  Perceptual... properly published and admnistered  The Rights to Records: FERPA © 2007 Thomson Brooks/Cole, a division of Thomson Learning 29  Colleges and universities have historically bee “cutting edge.”  One must be a forward thinker to work as a student affairs practitioner  The role, mission, and goals of student affairs have never been, and hopefully never will be, static For it is in the dynamic tension... division of Thomson Learning 12  The Administrator: Designing and Managing Programs  Students  Services and Programs  Structure  Staff  Sources © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13  Developmental Theory  Driving force behind student affairs is that as students attend college, they develop in fairly predictable ways  Student affairs practitioners can use knowledge of development ... developmental perspective  Understand the importance of the personal characteristics of the helper  Sees how counseling can be of value to students and ultimately to universities © 2007 Thomson... Learning  Expansion of Student Services (Cont’d)  Psychoanalysis, vocational guidance, and testing at beginning of the 20th century, led to emphasis on the psychological aspects of students and aptitude... been disenfranchised and poor Educate students about oppression and privilege and create an affirming environment that advocates for liberation of oppressed Work to change policies and institutional