The Role of Counseling Services for Students in Academic Jeopardy: A Preliminary Study

Abstract

This study examined the impact of an academic counseling approach implemented by counseling center staff for students in academic jeopardy. Participants were 414 undergraduate students placed on academic warning and probation. Students who participated in counseling demonstrated significantly greater increases in grade point average than did students who had not received counseling.A common concern of colleges and universities is the retention of students. One segment of the student body that is at risk for attrition is students who are in academic jeopardy. Academic jeopardy is regarded as the point at which a student has fallen below university academic standards for overall grade point average (GPA) and faces the possibility of dismissal. A review of the literature describing attributes of students at risk for early attrition (i.e., those in academic jeopardy) suggests that counseling services may not only be desirable but are much needed for these individuals. Call, Hendricks, and Jones (1 990) found that compared with academically successful college students, at-risk students are less trusting and less ethical in dealings with others; they exhibit more behaviors and attitudes that lead to social alienation or emotiona1 disturbance; they experience more anxiety in social interactions; and they have lower opinions of themselves. In addition, Maxwell (1 979) found that high-risk college students who do not succeed have made a poorer adaptation to the college environment, have less clearly defined aspirations, are less committed to their goals. are less willing to study hard, and have weaker interpersonal skills and support. In support of the role of nonacademic factors with this group, Gerdes and Mallinckrodt (1 994) found that emotional and social adjustment factors predicted college attrition as well as or better than academic adjustment factors.Although schools often provide academic advising to assist students in academic jeopardy (Metzner, 1 989), traditional advising methods are unlikely to meet the complex needs of this group. As Trombley (1984) noted, the most common model of student advisement has been the faculty-run

Academic, Motivational, and Emotional Problems Identified by College Students in Academic Jeopardy

“…Intrusive interventions appear to increase probationary students' semester GPAs by approximately .20 (e.g., Wlazelek & Coulter, 1999) to .50 (e.g., Austin et al, 1997) on a 4-point scale. Additionally, students participating in intrusive programs may be more likely to return to good standing than nonparticipants.…”

Qualitative Analysis of Clinical Notes

“…Benton, Robertson, Tseng, Newton, and Benton (2003) found that the number of students with academic problems who sought counseling at a college counseling center increased significantly over a 13-year period. In their study, Wlazelek and Coulter (1999) also found that students receiving academic counseling at a college counseling center as compared to those who did not received counseling appeared to have higher grade point averages only after one semester of receiving counseling services. Hence, Wlazelek and Coulter asserted that academic counseling interventions are instrumental in helping students.…”

Psychological Treatment as Part of Dropout Prevention: An Israeli Program

“…The critical importance of psychotherapy for students at risk of dropping out or academic dismissal has been demonstrated by Boulter (2002), Eisenberg andcolleagues (2009), Strean (1979), Wlazelek and Coulter (1999), and research shows that psychological treatment raises the likelihood of retention (Lee, Olson, Locke, Michelson, & Odes, 2009;Nelson-Field & Goodman, 2011;Sharkin, 2004;Van Brunt, 2008).…”

“…Heisserer and Parette (2002) present a student guidance program that includes emotional support by phone conversations, and Seidman's (2005) model of attrition advocates referral to psychological consultation at professional services on and off campus. Wlazelek and Coulter (1999) describe a program in which the staff of a university's psychological services, after receiving appropriate training, provided academic counseling as well as emotional assistance to students at Downloaded by [Umeå University Library] at 02:51 03 October 2014 risk. These writers remain uncertain, however, whether therapists in general would be inclined to also provide academic guidance.…”