Reaffirms the random and unpredictable nature of second-order changes. Sees human beings as open systems and entropy determining the irreversibility of such systems. Appreciates readers' advocacy of research to test the theory and suggests the need for practitioners and teachers to be open to change in themselves if they are to expect others to…

Finds Caple's self-organization paradigm useful in its examination of mechanisms by which change in college students can be examined and ultimately predicted and influenced. Doubts the value of Caple's using analogies from physics, or argument by analogy in forming the theory. Advocates research to support the theory. Considers development more…

Responds to Caple's self-organization paradigm with interest in methods of promoting student growth and maturity. Finds use of a continuum with developmental and self-organization theories at opposite ends unnecessary, believing that growth takes place in a state of equilibrium or disequilibrium. Considers closed systems theory, as well as Caple's…

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)

Responds to Caple's self-organization paradigm of student development, where humans are viewed as open systems, unstable because of continuous exchange of energy with their environments. Corroborates the inevitability of disequilibrium in human existence but is disturbed by the notion of random determination of second-order change. Raises…

Discriminant analysis was separately employed for men and women in order to determine the independent personality dimensions that discriminate among the four Clark-Trow student types. Two significant discriminant functions placed the male vocational, nonconformist, academic, and collegiate types in positions that are essentially consistent with…

A comprehensive model for student personnel education is presented. Based on student development principles, the model is a synthesis of elements of learner-centered and competency-based education. The authors present the philosophy behind the model's development, a description of its implementation in a master's degree program, and implications…

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…

In responding to Caple's article on student development, focuses on ways to use the ideas in a college setting. Educators and counselors should facilitate student development, according to this theory, by fostering nonequilibrium. Results of such machinations would be unpredictable. Discusses implications for research, primarily phenomenological…

Presents self organization theory, which explains change in human development and behavior and which views choices and changes as being created in a state of disequilibrium. Includes background in previous developmental theory and in systems theory and explains first- and second-order change within the theory. (Author/KS)

Provides an introduction to data-based interventions in the organizational context. Compares four models of data use and discusses how they pertain to student affairs organizations and to staff training and development. (JAC)

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)

Presents a model for generating knowledge that will allow the student personnel workers to understand and to intervene in environments they consider important. Examples of created knowledge are presented. (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)