This article reviews the literature calling for specific skills in student development, describes a process-outcome model presented earlier for purposes of training student development specialists, and reports on the field applications and further development of that model. (Author)

Three new evaluation models (responsive, transactional, goal-free) are described and discussed in terms of their implications for student affairs. They hold more promise for attending to the needs of program planners and administrators than traditional approaches. A student affairs administrator comments on their applicability in terms of key…

Organizational facilitation of student development is a significant but difficult process in colleges and universities with traditional priorities on academic concerns. Organizational factors are analyzed and a model is proposed implementing student development through the accommodation of diverse organizational elements and by an integrated…

Presented four of the common assumptions that dominate the literature on planning and change in student personnel. Six recommendations are suggested to insure the development of realistic and effective strategy. (Author)

This article conceptually defines policy, operationally describes what usually passes for policy, and provides a model for moving policy and decision-making in student personnel toward a more effective organizational role. What ought to be is contrasted with what is. (Author)

This article describes the ideal roles for the student development specialist as developed by the Commission on Professional Development of the Council of Student Personnel Associations in Higher Education. (Author)

The purpose of this article is to consider one aspect of counseling services--academic advisement--and to develop a new model for incorporating this service into the overall student services program. The model for academic advisement emphasizes the student as a developing person. (Author)

The author presents illustrations of the use of student development theory for college, classroom, and individual levels. The direct use of theory in the practice of student personnel work is discussed. Presented at the American College Personnel Association Convention, March 1977, Denver, Colorado. (Author)

This article describes a concept and a plan that enables a group to become an accountable and reliable community. As goals, responsibilities, and communication are shared and eventually owned by community members, individuals increase their self-awareness, collaborate with others in task and interaction experiences, and realize community…

Anticipated changes in work requirements for counselors are presented. The Tavistock group relations conference is suggested as one avenue for developing skills in understanding the nature of group behavior and the consequences of the exercise of authority. (Author)