© 2007 Thomson Brooks/Cole, a division of Thomson Learning Student Affairs and College Counseling 1

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Student Affairs and College Counseling

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Student affairs is broad range of services that includes, but is not limited to: • Recruitment activities • Residential Life • Admissions • Counseling • Registration • Advising • Orientation • Much more

Student affairs practitioners help to facilitate students’ learning and knowledge

Student affairs practioners work in a variety of settings

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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 do today

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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)

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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)

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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

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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

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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 do to recession

Colleges attempted to maintain academic programs while trying to reduce the cost of student services

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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

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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

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The Educator: Fostering Intellectual and Personal Growth Advisor Mentor Curriculum Builder/Instructor Evaluator/Assessor Scholar-Researcher

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The Campus Ecology Manager: Creating a Successful Student Development Climate Physical Setting Human Aggregates Organizational Structure and Dynamics Perceptual or Constructed Environments

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The Administrator: Designing and Managing Programs Students Services and Programs Structure Staff Sources

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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 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

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Chickering’s Seven Vectors of Student Development

1.Achieving Competence 2.Managing Emotions 3.Developing Autonomy 4.Establishing Identity5.Freeing Interpersonal Relationship6.Developing Purpose 7.Developing Integrity

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Perry’s Scheme of Intellectual and Ethical Development Dualism Relativism Commitment in Relativism

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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)

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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

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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

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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

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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

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Creating a Social Justice Environment Three ways:

1.Provide support for students from diverse backgrounds as well as those who have been disenfranchised and poor.

2.Educate students about oppression and privilege and create an affirming environment that advocates for liberation of oppressed

3.Work to change policies and institutional structures that foster oppression

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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”

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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 must be clear with his or her clients about the limits of confidentiality

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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

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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?

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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

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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

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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

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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)

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Documents

© 2007 Thomson Brooks/Cole, a division of Thomson Learning Student Affairs and College Counseling 1