Pressing Issues in College Counseling: A Survey of American College Counseling Association Members

The authors conducted a survey of members of the American College Counseling Association to ascertain the experiences and opinions of college counselors on several pressing issues within the college counseling profession. Survey results from 133 respondents indicated that counseling centers may benefit from increasing the number of group counseling interventions by increasing the multicultural competence of services provided, by implementing crisis/disaster mental health initiatives, and by more effectively consulting with other professionals on campus.     

Reduce,manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities

Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer‐reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour.     

The Contribution of Mother-Child and Father-Child Relationships to the Quality of Sibling Interaction: A Longitudinal Study

Although several studies have now examined the relations between mother-child and sibling interaction, the role of fathers in the development of sibling relationships is noticeably absent. The present study included assessments of both mother-child and father-child interaction in order to examine the correlates of sibling conflict and cooperation. Home observations of parent-child and sibling interaction and reports of differential parental treatment were obtained for 30 families with 2 preschool children when the firstborns were approximately 6 years old. Earlier assessments of infant-mother and infant-father attachments when firstborns were 12 and 13 months old, respectively, were also available, as were prior laboratory assessments of mothering and fathering when the oldest child was 3 years of age. Results suggested that sibling conflict and aggression were related to high levels of conflict between the mother and the 2 children at 6 years, intrusive and overcontrolling mothering at 3 years, and an insecure infant-mother attachment. Facilitative and affectionate fathering, on the other hand, was associated with prosocial sibling interaction. Early relationship experiences between parents and their firstborn children had an enduring effect on the quality of sibling relationships and interacted with differential parental treatment in predicting sibling relationship outcomes.     

Attitudes about Advising among Criminal Justice Graduates: Ties to Educational and Departmental Outcomes

Research indicates that effective advising has important ramifications for students’ coursework as well as future careers, yet, very few studies have assessed how college graduates define their advising experiences, and whether the experience of “bad advising” truly results in negative outcomes for students and departments. To fill this void, attention is given to the way that graduates from one department defined their advising experiences. Results show that ineffective advising influenced learning outcomes and perceptions of the department. Implications for improving advising practices are suggested.     

Community,self and identity: participatory action research and the creation of a virtual community across two South African universities

Fourth year students in psychology and social work from two South African universities worked together across boundaries of race and class in a course which required them to engage in a personal reflexive way with issues of community and identity. A combination of face-to-face workshops and online tutorial groups was used. The course was demanding of both staff and students, but preliminary analysis suggests that the creation of virtual communities may be of benefit in assisting students in their preparation for the challenges of working in a diverse and unequal society.     

‘Talking up and talking down’: the presentation of educational need in an age of inclusive education policy reforms

This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families.     

General Communication

COMMUNICATION AS CULTURE: ESSAYS ON MEDIA AND SOCIETY by James W. Carey (Winchester, MA: Unwin Hymen [formerly Allen & Wnwin], 1989—$12.95, paper, ISBN 0-04-445064-8, with a clothbound version available)

CHALLENGING GENDER VALUES edited by Pamela J. Creedon (Newbury Park, CA: Sage Publications, 1989—$16.95, paper, ISBN 0-8039-3448-3)

PROGRESS IN COMMUNICATION SCIENCES, VOLUME DC edited by Brenda Dervin and Melvin Voigt (Norwood, NJ: Ablex, 1989—$49.50 to institutions; $29.50 personal, ISBN 0-89391-474-6)

THE INFORMATION SOCIETY: ECONOMIC, SOCIAL & STRUCTURAL ISSUES edited by Jerry L. Salvaggio (Hillsdale, NJ: Lawrence Erlbaum Associates, 1989—$24.95, ISBN 0-8058-0103-0)

MEDIA, SPORTS & SOCIETY by Lawrence A. Wenner (Newbury Park, CA: Sage, 1989—$14.95, paper, ISBN 0-8039-3244-8, with a clothbound edition available)

THE GLOBAL VILLAGE: TRANSFORMATIONS IN WORLD LIFE AND MEDIA IN THE 21ST CENTURY by Marshall McLuhan and Bruce R. Powers (New York: Oxford University Press, 1989—$29.95, ISBN 0-19-505444-X)     

General Communication

PROGRESS IN COMMUNICATION SCIENCES, VOLUME V edited by Brenda Dervin and Melvin J. Voight (Norwood, N.J.: Ablex 1984---$39.50)

MACMILLAN DICTIONARY OF MARKETING & ADVERTISING edited by Michael J. Baker (New York: Nichols Publishing, 1984---$4.50)

THE FIRST FREEDOM TODAY: CRITICAL ISSUES RELATING TO CENSORSHIP AND TO INTELLECTUAL FREEDOM edited by Robert Downs and Ralph McCoy (Chicago: American Library Association, 1984---$40.00)

MEDIA POWER by David Altheide (Beverly Hills, Ca.: Sage Publications, 1985---$28.00/14.00)

CURRENT ISSUES AND RESEARCH IN ADVERTISING 1984 edited by James Leigh and Claude Martin, Jr. (Ann Arbor: University of Michigan, 1984---$15.00)

THE COPYRIGHT BOOK; A PRACTICAL GUIDE by William Strong (Cambridge, Mass.: MIT Press, 1984---$13.95)     

Communication Research

INSIDE FAMILY VIEWING: ETHNOGRAPHIC RESEARCH ON TELEVISION'S AUDIENCES by James Lull (New York: Routledge, 1991—$55.00/17.95, ISBN 0-415-04414-6 hard, 0-415-04997-0 paper, 190 pp.)

PROGRESS IN COMMUNICATION SCIENCES, VOLUME X edited by Brenda Dervin and Melvin Voigt (Norwood, NJ: Ablex, 1991—$75.00 institutional price/$35.00 personal price, ISBN 0-89391-645-5, 336 pp.)

MEDIA RESEARCH TECHNIQUES by Arthur Asa Berger (Newbury Park, CA: Sage, 1991—$28.00/14.00, ISBN 0-8039-4179-X hard, 0-8039-4180-3, 148 pp.)

THE ANNUAL REVIEW 1990 by the Institute for Information Studies (a joint project of the Aspen Institute and Northern Telecom; for information write to Aspen Institute, Wye Center, PO Box 222, Queenstown, MD 21658, price not given, paper, ISBN 0-89843-094-0, 249 pp.)

COMMUNICATION THEORY: A JOURNAL OF THE INTERNATIONAL COMMUNICATION ASSOCIATION (Guilford Publications, 72 Spring St., New York, NY 10012—$60 for institutions/$30 for individuals, ISSN 1050-3293, quarterly)

CINCOM: COURSES IN COMMUNICATIONS 1989 compiled by Communications Library (Communications Institute, Lockbox 5891, 1535 Francisco St., San Francisco, CA 94101-5891—$35.00, paper, ISSN 0742-3632 and ISBN 0-934339-95-3, 100 pp.)

SESAME STREET RESEARCH BIBLIOGRAPHY: SELECTED CITATIONS RELATING TO SESAME STREET, 1969-1989 (June 1990, xx pp.)

WHAT RESEARCH INDICATES ABOUT THE EDUCATIONAL EFFECTS OF SESAME STREET (February 1991, 14 pp.)

“CHILDREN'S LEARNING FROM TELEVISION: RESEARCH AND DEVELOPMENT AT THE CHILDREN'S TELEVISION WORKSHOP,” Educational Technology Research and Development 38:4 (1990, 96 pp. ISSN 1042-1629)

SESAME STREET RESEARCH: A 20th ANNIVERSARY SYMPOSIUM (1990, 96 pp.)

CONTACT 1-2-3: RESEARCH BIBLIOGRAPHY (June 1990, 43 pp.)

GANNETT CENTER JOURNAL: “HIGHER EDUCATION IN THE INFORMATION AGE,” (Spring-Summer 1991, Vol 5, Nos. 2-3)

GANNETT CENTER JOURNAL: “MEDIA AND AMERICA'S SCHOOLS,” (Winter 1991, Vol 5, No. 1); both available from Gannett Center Journal, Columbia University, 2950 Broadway, New York, NY 10027—$5.00, paper, each, ISSN 0893-8342)

EXTENDING TELECOMMUNICATIONS SERVICE TO AMERICANS WITH DISABILITIES by Stuart Brotman (Annenberg Washington Program, 1455 Pennsylvania Ave. NW, Suite 200, Washington, DC 20004—free on request, paper, no ISBN given, 53 pp.)