Describes an "Improving the Human Environment of School" (IHES) group. Shows counselors how to facilitate such a problem-solving group which has as its purpose the improvement of the school's human environment so as to increase the students' achievement and promote their development. (ABB)

Examined relationship between career choice satisfaction and vocational decision making uncertainty and college freshmen's developmental level on Kohut's idealization construct for 476 entering students who had selected majors in engineering and technical sciences. Results support importance of idealization construct's relation to career choice…

Leadership is different from management, but much of the confusion about leadership stems from equating the two. The differences between leadership, involvement, and management are discussed. Leaders have vision, power, are doers, embrace conflict, and meet the needs and wants of followers. (MLW)

Examines effects of wilderness orientation program at the University of New Hampshire specifically designed to reduce student attrition and assist in the development of first-year university students. Reports higher first-year grade-point averages and greater levels of student development among participants. (NEC)

William Perry's description of college students' stages of cognitive development is condensed into four classification categories, which are explained and told in an animal allegory. This presentation clarifies the theory for teacher use. (MSE)

David Kolb's experiential learning theory involves a framework useful in designing courses that meet needs of diverse learners. Course designs providing systematic activities in concrete experience, reflective observations, abstract conceptualization, and active experimentation will be sensitive to students' learning styles while challenging…

The impact of social work education on the individual is reconceptualized in terms of Kelly's personal construct theory. The conceptualization formed the basis of a cross-sectional study of students at the beginning, middle, and end of social work education. (Author/MH)

Suggests that religious education has a distinctive responsibility to enhance pupils' understanding of life, enlarging their range of skills, responses, and sympathies while liberating some greater sense of hope and possibility. Discusses ways for teachers to achieve these goals. (GEA)

Examined demographic and sociopolitical factors related to Black students in higher education in a phenomenological study of Black students' views about student services, their institutions, and themselves. Comparative information for students at predominantly Black and predominantly White institutions showed that those at White institutions…

Students who volunteer for student activities work gain a number of valuable skills through their participation. These skills can be turned into marketable ones that will aid student volunteers in finding paying jobs. (MLW)

Residence halls are appropriate environments for developmentally-oriented advising programs. Ways for advising personnel to tap into this residence hall resource are suggested. A description of how residence halls are structured, an annotated access scheme, and models of three universities are presented. (MLW)

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)

Compared physically disabled and able-bodied college students on Erickson's epigenetic stages of life-span development, and Maslow's motivational needs hierarchy of personality development. The groups were more similar than dissimilar in ego development and needs level. College students with disabilities may be a select population because of their…

Participants in a student development experiment (N=60) were more satisfied with their college experiences, had higher grades, and achieved greater gains in self-concept than did a control group (N=60). (Author)

Describes the use of the "Let's Be A Group" activity in providing a vehicle for group facilitators' appropriate interventions and participants' personal and group insights. The board game includes questions dealing with structure, information, intimacy and insight. An informal evaluation by 25 school counselors was positive. (JAC)