The Role of Counseling Services for Students in Academic Jeopardy: A Preliminary Study

This study examined the impact of an academic counseling approach implemented by counseling center staff for students in academic jeopardy. Participants were 414 undergraduate students placed on academic warning and probation. Students who participated in counseling demonstrated significantly greater increases in grade point average than did students who had not received counseling.     

Selection Interviews of Students for Master's Programs in Counseling: An Exploratory Study

Nine faculty from 4 counselor education departments were interviewed regarding the evaluation criteria and decision‐making processes used during selection interviews. Ten characteristics were identified that participants looked for during interviews. There was a high degree of agreement among participants on the evaluation criteria they used. However, the same homogeneity was not found in decision‐making processes. Counselor educators seemed to use selection interviews to screen out applicants who were unsuitable rather than to select the most qualified applicants. Evaluation criteria and procedures should be refined to increase the benefits of using interviews in the selection process.     

Preventative Counseling for the Gifted Adolescent: From Words to Action

A reliable preventive counseling program is one that recognizes the distinct affective needs of the gifted adolescent and one that becomes an integral part of the curriculum.     

Widening Our Global View: The Development of Career Counseling Services for International Students

The increased number of international students in United States universities and colleges have created the need for the development of services that appropriately reflect their needs and characteristics. The Career Center at the University of Missouri, Columbia reacted to this phenomenon by developing career services exclusively for international students. Career services are provided as individual services and online services, and consist of information on graduate schools and entrance examination practices, information on available employment opportunities and work permit policies, career assessments, and information about specific skills for obtaining a job in the United States. Several marketing strategies were used to ensure international students' use of services. Important points in developing career services for international students are presented.     

Coordination and Supervision of Counseling Services: An Invitational Approach

This article translates some beliefs of Invitational Education, a self-concept view of human relations, into a framework of supervisory activities that facilitate the coordination of counseling services and promote the professional development of counselors.     

Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.     

Benefits of Required Counseling for Counseling Students

Graduate students experience mental health distress. The authors investigated the benefits of required counseling services at a training clinic for students enrolled in counseling courses. Results indicated that after receiving services, students (N = 55) reported decreases in overall problems, depressive symptoms, and anxiety symptoms. Implications for counselor educators are discussed.     

Innovative Practice: An Integrated Counseling Model for Alcohol Abusing College Students

This article describes an integrated counseling model that combines both solution-focused and cost-benefit techniques. The model was designed to be used with college students who abuse alcohol.     

Community Consultation and Intervention: Supporting Students Who Do Not Access Counseling Services

Although the severity of psychological problems among college students and the demand for campus counseling services has increased, many students who could benefit from mental health services still do not access them. This article describes Community Consultation and Intervention, a program designed to support students who are unlikely to access professional help despite the best efforts of traditional counseling center outreach. Community Consultation and Intervention reaches into the campus community to intervene by advising faculty and staff who may be the only contact for a distressed student, taking on a nontraditional “student support” role in direct interactions with students, offering advocacy when university systems or other environmental stressors precipitate psychological problems, and providing case management and crisis intervention services on behalf of the university when troubled students are especially concerning and disruptive to their communities. The most novel element of the program—the student support role—is distinct from conventional counseling in that it privileges problem solving, support, advice, and advocacy over focusing on emotions and other traditional mental health interventions. Case studies and programmatic challenges are described.     

Factors That Influence Self‐Efficacy of Counseling Students: An Exploratory Study

The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates.     

开设荣誉课程:普通高中资优生培养的有效策略

在应试教育的大环境下,普通高中那些学业成绩优良的学生未必就是在智力上受到严格训练、得到充分发展的人.为了论证这一观点,本文首先提出了衡量学生在智力上是否受过良好教育的四条标准,并据此标准从培养结果与过程两个方面论证了为普通高中资优生开设荣誉课程的必要性.为了增强普通高中课程对资优生的内在吸引力,更好地满足资优生智力发展的需要,本文提出了开发"哲学思辨类"、"名著选读类"、"自主探究类"荣誉课程的基本构想,并对三类荣誉课程的具体体现作了进一步的解释与说明.     

Examining Mental Health Differences Among Transfer University Students Seeking Counseling Services

This brief report was designed as a follow-up to a study that found that compared to nontransfer students that presented to the counseling center, transfer students who presented to the counseling center endorsed higher levels of symptoms of depression and social anxiety, as well as more academic and family problems. The current study investigated mental health differences within the transfer student population based on when (i.e., this semester; last semester; last year; 2 years ago; more than 2 years ago) and from where (i.e., community college vs. 4-year institution) students transferred. There were no significant differences based on when and from where students transferred. However, these findings still may be clinically meaningful and implications are presented.     

Moral Frameworks for Leaders of Gifted Programs and Services

Given the complexities of being an educational leader and, specifically, an educational leader of a gifted program or school, should there be a moral guide or framework that can inform the daily practices of leaders within an ever-changing educational context of competing demands? Should leaders of gifted programs employ the same ethos as any leader or by virtue of leading a program of a special interest group, be guided by a different, moral approach? This article posits that leaders of gifted programs and schools should operationalize an integrated approach drawing upon a variety of historical and more current theories of moral reasoning and intuition coupled with theories that draw on distributive, transformational, and situational leadership in order to make their advocacy and leadership more effective.     

我国拔尖人才培养中的人本主义教育诉求——关于“基础学科拔尖学生培养试验计划”的分析

呼吁以人为中心、凸显学生的主体地位、强调学生的自我选择和自我判断、倡导师生民主平等的关系、充分释放人的潜能和培养人的创造力,是西方人本主义教育思想的构成内容。2009年以来我国以培养学术领域拔尖创新人才为目标的＂基础学科拔尖学生培养试验计划＂中,＂以学生为中心＂,学生自主学习选择权,尊重学生个性的制度,师生民主平等的关系被倡导、重视和确立,体现了人本主义的教育诉求。西方人本主义教育思想为我国拔尖人才培养观念的完善、改革的优化,提供了一种源自异域的理论参照。     

Utilization of Counseling Services: Comparing International and U.S. College Students

Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed.