ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03674.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03675.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Recent changes in the student subculture are seen as manifestations of a more general phenomenon, that of cultures cyclically changing from affective predominance to cognitive predominance. The article examines the implications these changes have for counseling and counseling techniques, i.e., that the counselor is a translator of one cultural style to the other, and that his predominant tools are different in an affectively based culture from what they would be in a cognitively based one.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03676.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

In this article we describe an attempt to meet a university community's needs for emergency mental health services through the establishment of a student‐operated telephone emergency service. The service provides an interesting model for use of nonprofessionals in mental health services, in which the professional functions primarily as a trainer and consultant rather than offering direct services. We describe the structure of the center and then discuss further innovations and project

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03677.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The concept of underachievement, though widely used and voluminously researched, is still ill‐defined. The reason seems to be that underachievers are defined merely in terms of the discrepancy between their predicted and earned grades. So classified, the groups are too heterogeneous to be psychologically meaningful. There are different types of achievers and underachievers who need to be identified and different educational climates that need to be studied, if the concept of underachievement is to become productive in our thinking about high school and college studen

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03678.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03679.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03680.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The college student who is considered a “high academic risk” offers to teachers, counselors, and curricula a great challenge. Most “bright” students have to exert little effort to achieve academic successs; however, there are other students for whom learning comes only with great personal effort, as well as great patience and concern on the part of their instructors, who can also benefit from higher education. The results of Projectspeed,representing one attempt to do something with high‐risk students, strongly suggest that developmental programs can have a measurably positive influence upon their par

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03681.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

When experienced high school counselors and college admissions deans obtain information about a nonacademic personality problem, or sexual or legal misbehavior of a senior student applying to college, how do they use the information? A 20‐item situational‐case questionnaire was devised to study attitudes of counselors and deans on this issue. The results obtained from a nationwide sample of colleges and universities and an Ohio sample of counselors raise major questions regarding the rationale, ethics, and legal basis of the behavior of counselors and admissions d

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03682.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1971.tb03683.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY