The world of the Counselor An introduction to the counseling profession 5e chapter 18

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 develo

Student Affairs and College Counseling

 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

▪ Philosophy of “in loco parentis” reigned

▪ Faculty took on most of the roles that student affairs practitioners do today

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)

 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)

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

 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

 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

 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

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

 The Educator: Fostering Intellectual and Personal Growth

The Campus Ecology Manager: Creating a Successful Student Development Climate

 Physical Setting

 Human Aggregates

 Organizational Structure and Dynamics

 Perceptual or Constructed Environments

 The Administrator: Designing and Managing Programs

 Many different developmental theories can be applied

 Two popular theories

▪ Chickering’s Seven Vectors Model

▪ Perry’s Scheme of Intellectual and Ethical Development

 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

 Perry’s Scheme of Intellectual and Ethical Development

 Dualism

 Relativism

 Commitment in Relativism

 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)

 Up to 1/3 of students are students of color

 Multicultural issues has become particularly important

 Applying Student Development Theory to Students from

 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

 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

 Removing the Barriers to Academic Excellence of

▪ Differences in of meaning making,

▪ Differences in sexual orientation

▪ Faculty perceptions of racial and ethnic conflict

▪ General cultural differencesWork with faculty to help them understand barriers

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

 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”

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

 Professional Issues

 Professional Associations

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?

 Professional Issues (Cont’d)

▪ Salaries of Student Affairs Practitioners

▪ Salaries vary dramatically, based on:

 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

 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

 Colleges and universities have historically bee “cutting