Arthur Chickering's (1969) psychological theory that men and women from the ages of 17 through 25 years share common developmental tasks was tested in a cross-sectional study of the psychosocial development of 241 college students and adults. Evidence supported a sequence of developmental tasks for women that differed from Chickering's theory.…

The results of this study on evaluation of coed residence halls, indicate that a coed hall can lead to an entirely different environment, one that is a contributing factor in positive student development. This paper was presented at the APGA Convention, Chicago, Illinois, 1972. (JC)

The purpose of the present study was to determine if there were initial differences on selected scales of the Personal Orientation Inventory (POI) between students who chose to live in coed residence halls and those who chose to live in traditional single-sex residence halls, and also if residing in coed living units affected the further…

Achievement motivation in women is discussed in the context of recent ideas by Gilligan and by Spence and Helmreich which consider women's development and values without considering only the ways women's behavior differs from male behavior. Implications for practice and research are included. (Author/BL)

The data in this study reveals that persons are the means by which students feel their lives are touched. The person versus things distinction was evident throughout the data examined. (Author)

This article attempts to trace the structural reorganization through the stages of planning, transition, implementation, and reevaluation. It is hoped that the following discussion of some of the critical incidents and problems of reorganization may have relevance to similar restructuring efforts on other campuses. (Author)

Participants (N=24) included undergraduates and nontraditional students over age 25. Of the critical events investigated, 27 percent were qualitatively different from Chickering's description of developing autonomy but were similar to his relationship task. Concluded there is no single way to develop autonomy. (Author/ABL)

Reports developmental differences among students at traditionally Black institutions on the Student Developmental Task Inventory. Discusses the effects of sex, academic classification, and collegiate environment. (Author/KS)

The goal of the group experience is to foster more whole, fully integrated, real, and authentic persons who are willing to accept themselves and take responsibility for their lives. (Author)

The results of this study suggest that marathon groups may be an effective method for fostering the process of personal growth and self actualization in relatively healthy, growth seeking college students. (Author)

This article is a review of five selected theories of person/environment interaction. The five theoretical viewpoints reviewed are Barker's theory of behavior settings, the subculture approach, Holland's theory of personality types and model environments, Stern's need X press=culture theory, and Pervin's transactional approach. (Author)

Eighteen college students participated in a 24-hour marathon group and responded to the California Psychological Inventory (CPI) immediately before and after the experience. The results disclosed significant positive changes at the .05 level on 11 of 18 scales on this inventory. (Author)

Responds to Caple's presentation by centering on the issue of equilibrium and disequilibrium. Discusses Caple's theory in terms of Piaget's model of human development. Poses questions about the effects of student services and service delivery. (ABB)

Attempts to define group-produced growth in self-actualization and personality. (Author)

Personal growth in human potential laboratory participants was tested in the community college setting. When compared to a control group, laboratory participants made significant gains on four of twelve scales of the Personal Orientation Inventory. Participatng groups with high pretest variability tended to demonstrate the greatest growth. (Author)