As a starting point in our examination of advising issues, we adopted an advising perspective reported by Ender, Winston, and Miller (1984). Their view of advising emphasized (a) building personal relationships between students and advisers; (b) achieving academic, career, and personal goals; and (c) using institutional and community resources. To that view, we added the themes of (d) responding to student diversity and (e) performing evaluations that reflect the students' diverse profile and that reflect the advisers' commitment to empirical scrutiny.Although theory, research, and practical applications permeate the advising literature, most academic psychologists appear relatively uninterested in advising-related activities and outcomes. As an illustration, consider Zanna and Darley's (1987) The Compleat Academic. The book contains an excellent chapter on classroom teaching, but the bulk of the book focuses 47

This article presents a conceptual framework for social‐community psychology that is the basis of a master's‐level training program with the same name at the University of Puerto Rico. The framework responds to the crisis of confidence in social psychology and to the selection of a social change emphasis for community psychology. Its theoretical basis and its practical applications are explained.

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