Use of Student Paraprofessionals in Divisions of College Student Affairs

Winston, Roger B.; Ender, Steven C.

doi:10.1002/j.1556-6676.1988.tb00790.x

Cited by 13 publications

(12 citation statements)

References 4 publications

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“…Of 118 colleges and universities surveyed, 70% used undergraduates to provide health education (Winston and Ender, 1988). Use of peer advisors reflects a health education philosophy that students are better able to relate to peers than to adult professionals.…”

Section: Peer Advisor Programsmentioning

confidence: 99%

Brief Alcohol Interventions With Mandated or Adjudicated College Students

Barnett

Tevyaw

Fromme

et al. 2004

Alcoholism Clin & Exp Res

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This article summarizes the proceedings of a symposium presented at the 2003 RSA Meeting in Ft. Lauderdale, Florida, organized and chaired by Nancy Barnett. The purpose of the symposium was to present information and efficacy data about approaches to brief intervention with students who get into trouble on their campuses for alcohol and as a result are required to attend alcohol education or counseling. The data presented in this symposium indicated that students who are evaluated or disciplined for alcohol use are on average heavy drinkers who drink more heavily than their closest peers. Brief intervention approaches described by the speakers included group classroom sessions, individual motivational intervention, individual alcohol education, and computerized alcohol education. Reductions in consumption and problems were noted across the various intervention groups. Brief motivational intervention as a general approach with mandated students shows promise in that it reduced alcohol problems in a group of mandated students who were screened for being at risk (in the Borsari and Carey study) and increased the likelihood that students would attend further counseling (in the Barnett study). KeywordsCollege; Brief Intervention TENS OF THOUSANDS of alcohol and drug arrests occur on U.S. campuses each year. According to a recent large survey of U.S. college administrators, more than one half of violations of campus policies involve alcohol (Anderson and Gadaleto, 2001). Students who receive a citation for violating university rules concerning alcohol use may be at particular risk for problematic alcohol involvement, as they compose a disproportionate number of heavy drinkers and alcohol abusers compared with nonadjudicated samples (Caldwell, 2002;O'Hare, 1997). Most colleges have mandatory sanctions for alcohol violations such as alcohol education classes or alcohol counseling (from 55% in 1985 to 84% in 2001Anderson and Gadaleto,

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Section: Peer Advisor Programsmentioning

confidence: 99%

Brief Alcohol Interventions With Mandated or Adjudicated College Students

Barnett

Tevyaw

Fromme

et al. 2004

Alcoholism Clin & Exp Res

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“…Paraprofessionals communicate more effectively with peers, identify with student issues and simplify the career development process (Winston & Ender, 1988). However, paraprofessionals can fulfill these roles and provide some services better than the professional staff.…”

Section: Center Environmentmentioning

confidence: 99%

“…Winston and Ender (1988) found &dquo;statistically significant differences among programs using paraprofessionals because (a) they are less costly staff, (b) they are more effective than professionals, (c) the program aids in the paraprofessional's personal development, and (d) the program enables the college to provide more services to more stu-dents&dquo; (p. 467). Admissions offices expend many resources recruiting top notch students, and retention offices look for ways to keep them.…”

mentioning

confidence: 97%

Paraprofessionals: A Dynamic Staffing Model

McDaniels

Carter

Heinzen

et al. 1994

Journal of Career Development

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Your campus already has one of the most important resources for creating an optimal environment-its students. Admissions offices expend many resources recruiting top notch students, and retention offices look for ways to keep them. One important way to attract and retain students is by providing opportunities for the students to become engaged in meaningful work. Students as a work force have been important to most campuses for many years, historically working as typists, filers, gophers, painters, etc. However, given the opportunity, students would choose a setting that would foster more growth through diverse duties and increased responsibility. Winston and Ender (1988) found &dquo;statistically significant differences among programs using paraprofessionals because (a) they are less costly staff, (b) they are more effective than professionals, (c) the program aids in the paraprofessional's personal development, and (d) the program enables the college to provide more services to more stu-dents&dquo; (p. 467). These results, reporting the effectiveness of a paraprofessional program, are supported by many authors (Arnold et al.

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“…It will, therefore, be necessary for counseling centers to develop effective crisis management procedures, train and consult with networks of other helping professionals, and use off-campus resources to address this increasing demand. Reports of how counseling centers have successfully developed additional resources include the use of paraprofessionals for certain behavioral interventions (Easton, Platt, & Van House, 1985), study skills, and career development programs (Winston & Ender, 1988). Additionally, graduate students have been used as counselors-in-residence to provide certain kinds of counseling and crisis interventions (Halstead & Derbort, 1988), while faculty members may also be open to assisting students who are emotionally troubled (Rodolfa, 1987).…”

Section: Demands For Traditional Servicesmentioning

confidence: 99%

The University Counseling Center: An Agenda for the 1990s

Bishop

1990

Jour of Counseling & Develop

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Changes in higher education will hold special relevance for university counseling centers in the 1990s. Opportunities will exist for counseling center personnel to help institutions deal with some emerging problems. Research is reviewed that indicates that crisis management services, career development concerns, a changing student population, and issues related to retention all represent areas in which contemporary counseling centers could make significant contributions. Recommendations are made about how counseling centers might prepare themselves for such involvement.

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Use of Student Paraprofessionals in Divisions of College Student Affairs

Abstract: A stratified random sample of college student affairs divisions was surveyed to assess the depth and breadth of student paraprofessional use. More than 72% of the responding institutions reported having one or more student paraprofessional programs.

Cited by 13 publications

References 4 publications

Brief Alcohol Interventions With Mandated or Adjudicated College Students

Brief Alcohol Interventions With Mandated or Adjudicated College Students

Paraprofessionals: A Dynamic Staffing Model

The University Counseling Center: An Agenda for the 1990s

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