Assembly Bill 722: Study of Pupil Personnel Ratios, Services, and Programs

The Counseling and Student Support Office of the California Department of Education completed a landmark statewide evaluation of school counseling programs in 2003, Assembly Bill 722 Study of Pupil Personnel Ratios, Services, and Programs. This monograph presents the findings of the study with recommendations for strengthening school counseling programs. The report includes information on the relationships of student/counselor ratios and program characterizes to No Child Led Behind-related student outcomes. The report provides essential information for policy-makers, guidance directors, educational leaders, and school counseling practitioners who are concerned with strengthening school counseling programs. More information is available on the California Department of Education Counseling and Student Support Web site

大学生の学園生活満足度の分析的研究(人文・社会科学篇)

The author suggests that students\u27 satisfactional factors of their college life are influencing to one of the basic functions of student personnel services and one of the basic factors of learning. Objects of this study are 278 college and university students (male and female) in Tokyo, and it was done in December 1976. Method of this study is sentence completion. Stimulus sentences in these sentence completion are: (1) Having compared with other colleges, our college is …… (2) Our teachers\u27 lessons are …… (3) My class mates are …… (4) Students\u27 attitude to studying is …… (5) Our teachers are …… (6) Our campus is …… (7) Our college has been treated students …… (8) Our college will be …… in future. Only item that positive response was higher than negative is the third one. So the first suggestion to student personnel services is approaching to students who does not feel satisfaction to their friends in college-loneliness in campus. The second is remedial teaching in student personnel services especially in student need of counseling center to help study difficulties including various ways for example assertiveness training, behavior modification, relaxation, body feeling, acceptance and so on. The third is need of vocational guidance in student personnel services including various ways. Contents and function of student personnel services must be feedbacked from consciousness or attitude of students. So this study should offer one of suggestion to student counseling or student personnel services

A Study of Current Organizational Structures & the Perceived Impact of Selected Problems of Student Personnel Services in Selected Colleges & Universities

Administrators of programs of student personnel services are being called upon to be more effective in their planning, to redefine and modify organizational structures, and to find ways to bring more control and flexibility to the budgeting process and staffing patterns. Further, student personnel administrators need to be more effective in assessing student needs, in evaluating programs, in determining problematic areas, and in providing proactive leadership within a more democratic and legalistic framework. The purpose of this study was two-fold: (1) to report on the current organizational structures of divisions of student personnel services in selected colleges and universities and (2) to determine the impact of selected problems on programs of student personnel services throughout higher education. The study, through the use of a two-part questionnaire, surveyed student personnel administrators at institutions that (1) had enrollments between 7,500 and 14,999, (2) were public supported, and (3) were primarily residential. The first part of the questionnaire sought information regarding where each of 21 defined student personnel functional areas reported within the institution\u27s organizational structures. The institution\u27s organizational structures were divided into the four following major divisions: (1) academic affairs, (2) business affairs, (3) development, and (4) student affairs. The second part of the questionnaire sought information as to how student personnel administrators perceived the negative effect of 37 selected problem areas on their abilities to administer their programs of student personnel services. Each of the 37 problem areas were to be rated from one to seven, ranging from no negative impact to having great negative impact. A summary of the findings is as follows: (1) Analysis of the data revealed that under the Division of Student Affairs,- student organizations, greeks, discipline, orientation, financial aid, health services, counseling, housing, career planning and placement, recreational activities, religious activities, and minority affairs reported generally to this area. (2) Under the Division of Academic Affairs, only academic advising reported generally to this area; however, records and registration, recruitment, and admissions reported most of the time. (3) Of the nine problem areas having the greatest negative impact, five are directly related to the depressed state of the economy. (4) Of the nine problem areas having the least negative impact, four of these problem areas received considerable attention during the 1960\u27s and 1970\u27s. From the study the following recommendations, as well as others mentioned in the context, are made: (1) Because of the financial-related problems cited in this study, divisions of student affairs throughout higher education should continually evaluate the delivery system of their services and programs. (2) Because several of the problem areas that had the greatest negative impact upon the student affairs community are related to economic-related factors, public supported institutions of higher education should formulate sets of strategies designed to offset the inevitable losses of financial support

Peran Guru Pendidikan Agama Islam Dalam Pelaksanaan Bimbingan Konseling Di Smp Muhammadiyah Darul Arqom Karanganyar Tahun Pelajaran 2017/2018

Guidance and counseling is an educational service to help learners develop their potential optimally and help solve problems faced by learners. In the implementation of guidance and counseling in schools involving school personnel 2 including teachers of Islamic Religious Education subjects for the implementation of guidance and counseling goes well. The role of Islamic Religious Education Teachers in assisting the implementation of guidance and counseling is as an informer, facilitator, moderator, motivator and collaborator. This study examines the role of what I do teachers of Islamic Education in assisting the implementation of guidance and counseling in SMP Muhammadiyah Darul Arqom Karanganyar in the academic year 2017/2018. Furthermore, the purpose of this research is to describe the roles of PAI teachers in the implementation of guidance and counseling at SMP Muhammadiyah Darul Arqom Karanganyar in 2017/2018. This type of research is field research with qualitative approach. Technique of collecting data by doing observation, interview and documentation. While the analysis used is deductive. Based on the results of the analysis that has been done can be drawn the conclusion that teachers of Islamic Education in SMP Muhammadiyah Darul Arqom Karanganyar have a role in the implementation of guidance and counseling. First, the role of the PAI teacher as an informant helps the teacher in informing counseling and guidance services. Activities undertaken by PAI teachers in this role are programming, information services, evaluation, placement and distribution services. Second, the teacher as a facilitator in the learning service by providing assistance to students whose achievements are less and encourage learners to be able to learn well. Thirdly, the teacher as moderator mediates between BK students and teachers. In the implementation of BK teachers are involved in group counseling services. Fourth, the teacher as a motivator to provide motivation to the learners related to guidance and counseling services. These services are individual counseling services and group guidance services. Fifth, the teacher as a collaborator of the same teacher PAI Guru BK work together to solve student problems. The activities of PAI Teachers that include this role are orientation and follow-up services

学生相談の歴史に果たした心理臨床の役割

This paper considers how clinical psychology has made contribution to the field of student counseling, by reviewing the history of Japanese student counseling in post-World War I period. The development in this field seems to have been interrupted by the following three difficult factors. One was the early disintegration of the societies for the study of student counseling, especially between the Kanto area and the Kansai area. The second was the student movements of 1960-70, which worked against the practice of student counseling. The third was the conflict between the health-care model of student counseling and the SPS (student personnel services) model of that. As a result, Japanese student counseling deemed to remain on the plateau as long as 30 years. However, in those years Japanese student counseling underwent certain significant shift from the viewpoint of clinical psychology. Particularly, the theory and practice of Jungian depth-psychology introduced by Dr. Hayao Kawai endowed a lot to improve the expertise of student counseling to this day

Decentralization of the university counseling services

There is a growing trend in colleges and universities throughout the country to reintegrate existing centralized counseling services by coordinating these resources through a decentralized concept. This has been particularly true in colleges where counseling has become an integral part of the educational program (Kapraun & Stephenson, 1982). Faculty and student personnel administrators realize that meeting student needs goes beyond acclimatization to the college environment. There is a growing momentum to go a step beyond acclimatization, to prevention, career vocational planning, lifelong wellness programming, and liaison counseling programs within the residence halls (Huebner, 1987; Kapraun & Stephenson, 1982; McLeod, Tercek, & Wisbey, 1985)

Obelisk, Volume 14, Number 6

Highlights include: Sister Patsy Deignan adds new dimension to campus ministry --Miss Rachel Wilbanks has been appointed to the Sacred Heart University student personnel services as a counselor with responsibilities in personal and career counseling --Beginning at 8:30 a.m. each morning, Mrs. Effie Osterberg draws a deep breath and pleasantly responds to the first of approximately 600 phone calls that pour into the University each day --SHU Cabaret’s ongoing musical salute to American history will focus for the next two weekends on “The Sixties’’ --Images --Sports

学生相談の固有性と専門性についての一考察

This paper considers the identity and specialty of student counseling. First, the terminological problems of the term student counseling is discussed. When SPS (Student Personnel Services) was introduced to Japan after the war however, the university people of our country did not have the readiness which understands the specialty of student service. From literature overview, some main points of earlier discussion on student counseling became clear. One is that the student counseling’s specialty was considered as the realm of clinical psychology in the 1980’s and 90’s. From the standpoint of clinical psychology, student counseling was regarded as one field of its expertise. Then, a new point of discussion came out under the influence of the university reform in the middle of the 2000’s. In those discussion, university people and counselors define that the student counseling covers one part of the specialized area within the comprehensive student support system. In today’s standard understanding, the identity and specialty of student counseling is based on the assessment and psycho-educational technique from the broad practical psychology including clinical psychology. In sum, further systematization of practical knowledge, for example, the psychological development theory of “student”, etc. is needed to establish student counseling as one academic field

Field Experiences and Observations with the Nutrition Section of the Louisiana State Department of health

This thesis is a description and an analysis of the student\u27s field experience with the Nutrition Section of the Louisiana State Department of Health. The purpose of the field experience was to develop a philosophy and an understanding of public health nutrition and to learn to function as a nutritionist in planning, developing, and evaluating nutrition programs. The objectives of the field experience were accomplished through observation of and participation in nutrition-related activities and through interviews and conferences with personnel of the health department. Teaching classes, counseling patients, and writing an issue of the nutrition newsletter helped the student to develop the skills needed by a nutritionist. The student learned how the National Nutrition Survey in Louisiana was carried out and saw some of the resulting influences on program development. A meeting of the Louisiana State Nutrition Council, which demonstrated to the student an increased awareness of the need for nutrition services, was attended by the student. Communication skills and increased knowledge of nutrition were gained through teaching, counseling, consulting, and writing. Skill was also developed in relating to the needs of specific groups. The student learned that continued self-evaluation will assist in strengthening her knowledge of nutrition and in furthering her professional development

Study of Pupil Personnel Ratios, Services, and Programs in California

Gray, Elsner, and Poynton present a brief overview and analysis of Assembly Bill 722. The authors provide a summary of the key components of the study including the need for pupil support services, effective pupil support services and programs, and ratios of pupil-to-pupil support personnel. They offer an additional analysis of implications for future practice, including a critique of the reported effectiveness of the pupil programs, but lack of access for most students given the high pupil to personnel ratio