).Using qualitative research methods, the authors investigated African American college students' social climate experiences. Results expanded previous research on the college transitions and counseling needs of African Americans in predominantly White campus environments. A descriptive model was constructed that identified 4 features of African American student social adjustment to predominantly White campuses: (1) sense of underrepresentedness, (2) direct perceptions of racism, (3) hurdle of approaching faculty, and (4) effects of faculty familiarity. Counseling implications for preventive programs, developmental interventions, and consultation activities are presented. Advantages and limitations of using qualitative designs to examine African American student issues are also discussed.

The authors examined a proposed profile of eating-related behaviors, associated features, developmental issues, and help-seeking behavior among college women, using an eating disorder response program. The most common symptom scenario was a pattern of regular binge eating, together with daily exercise and occasional purging. The most common associated features were distressing or dysfunctional overconcern about body image and self-esteem, usually with day-to-day stress and intermittent depression. The women who fit this pattern also presented developmental issues of perfectionism, conflictual relationships with parents, and struggles for independence; and they tended to be ambivalent about seeking services. Implications for practice, including the need to develop a framework for eating disorder responses on campus that includes preventive programs and developmental interventions to target emerging and moderate concerns are discussed; limitations and the preliminary nature of the findings are explicated.

Eating-related problems, particularly among college women, represent a significant health concern on university campuses. Body image dissatisfaction, weight preoccupation, and unhealthy weight management are prevalent among even normal-weight students, but discussions of broad college health interventions in this area have been limited. Two conceptual tools that are useful in developing a comprehensive health center response to eating disorders in the college setting are described. The diagnosis of Eating Disorders Not Otherwise Specified is suggested as a framework for defining target populations and eating problems requiring intervention, and a picture of the prototypical eating problem candidate is developed. A multiple-level model of intervention that includes preventive, intermediate, and remedial responses to varied forms of eating-related concerns is described. The intervention model is illustrated with examples, and limitations of the method are discussed.

Implications for practice, research limitations, and remaining questions are discussed.

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