This revised edition presents student affairs professionals with current issues pertaining to practice. It offers twenty-six case studies that reflect the complexity of today's environment at colleges and universities, and the changing student affairs profession. The case studies describe situations that arise from campus violence, student…

A model of in-service teacher training was designed to facilitate staff receptivity, and to help redirect teachers away from a problem view of students' behaviors and towards a solution-focused perspective. The model helps orient teachers to an ecological view of students' problem behaviors. The solution-focused perspective means teachers approach…

Group counseling offers a content-plus-process approach to counseling of youth. Counselors in schools or mental health settings can use this book to learn how to create meaningful group experiences for adolescents. The group agendas are aimed at middle school youth and offer them the opportunity to experience positive growth and change in the…

This study examines the relationship between college student alcohol use and the construct of social responsibility. For purposes of the study, alcohol use was defined by average number of drinks a week and frequency of binge drinking; social responsibility was defined by employment, marriage, living with children, living with parents, and hours…

This action research project examined the effectiveness of an intervention to improve social skills in order to improve student behavior, reduce off-task behavior, and reduce loss of instructional time. The targeted population was a sixth grade class with 25 students in an elementary school in a rural setting. The problem of student behavior,…

This study investigated differences between the classroom management styles of teachers who were certified via a traditional university teacher training program and those participating in an alternative certification (AC) program. The study was also designed to further substantiate the construct validity of the Attitudes and Beliefs on Classroom…

Paper prepared for Conference on Student Subcultures, University of California, Berkeley, February 23-25, 1968.

A 20-item double-Q sort was used to measure differences in perceptions of grades 8, 10, and 12 students (N=215) according to letter grades and sex. Differences in perception according to success were found for both ideal and actual student behavior, while sex differences were not noted. (Author/JN)

Assessing student performance is a multidimensional process that involves an assessment of their knowledge, skills, and attitudes. Evaluation of work attitudes/habits as well as knowledge and skills is needed to prepare students for success and satisfaction in agricultural occupations. (SSH)

Examined factors related to intentions to use drugs in the future by urban junior high school students (N=148). The results indicated that current drug use, friends' drug use, attitude toward drugs and self-concept all play an important role in the adolescent's intentions to use drugs. (JAC)

Reviews research focusing on teacher influence on student academic outcomes. Findings on both sides of the issue are discussed; reasons for the indeterminancy of findings are specified; and relationships between presage, context, process, and product classroom variables are discussed. (RH)

Members of the Pacific Coast College Health Association were asked about their policies for evaluating and restricting the attendance of severely disturbed students who will not cooperate with mental health intervention measures. Policies show little conformity; the need for clearer procedures is stressed. (Authors/PP)

Much school humor is more than playful behavior; it is also a form of coping behavior for both students and teachers. Humor aids in the development and formation of the self and in the preservation of dignity and self-esteem, even though it sometimes does so through the humiliation of another. (IS)

Investigated behavioral differences between high- and low-achieveing inner-city children (N=136) using the academic engaged time model. Findings suggested that high- and low-achieving inner-city children spend a large proportion of time engaged in academic tasks, with high achievers spending somewhat more time than low achievers. (WAS)

Investigated whether differences by sex or race existed in placement, learning disabilities classrooms, teacher contacts, assignment practices, and student learning behavior. Found differences in placement. Similarities were found in teacher treatment, student behavior, and the effects of such behavior on test performance. (Author/CM)