The Advising and Counseling Continuum: Triggers for Referral

Kuhn, Terry; Gordon, Virginia N.; Webber, Jane M.

doi:10.12930/0271-9517-26.1.24

Cited by 33 publications

(18 citation statements)

References 5 publications

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“…In fact, different institutions use the titles "advisor" and "counselor" for staff who may provide the same services (Kuhn, Gordon, & Webber, 2006), one of the most common being an advisor at a 4-year institution playing the same role as a counselor at a 2-year community college. Who among these many groups does the advising can have an impact on how advising is delivered and of what the advising process consists.…”

Section: Who Advises?mentioning

confidence: 99%

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost)

Robbins

2012

Journal of College Student Psychotherapy

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Section: Who Advises?mentioning

confidence: 99%

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost)

Robbins

2012

Journal of College Student Psychotherapy

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“…Advisors provide information and work to develop an individualized exploration of educational and personal goals (Kadar, 2001). Consequently, it is probable that the students' personal and academic concerns will include issues beyond the typical discussions of scheduling courses (Kuhn et al, 2006). Therefore, it is not surprising to find literature suggesting that many academic advisors hold graduate degree in counseling (Preece et al, 2007).…”

Section: Academic Advising Programsmentioning

confidence: 99%

The Perceived Value of Counselor Preparation for Student Affairs Professionals

Protivnak¹,

Paylo²,

Mercer³

2013

JCPS

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Student affairs programs share a common goal of developing master's level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training. Student affairs programs share a common goal of developing master's level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training.

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“…In addition, these college personnel must also help students develop the necessary coping skills to help them manage their anxiety upon entering college. As Kuhn, Gordon, & Webber (2006), point out, when distinguishing counseling and advising, ''the line where these two areas cross is not always clearly defined'' (p. 24). Table 4 displays the bivariate correlations between CTI scores and age.…”

Section: Ethnicity Gender and Age Comparisonsmentioning

confidence: 99%

“…As Kuhn, Gordon, & Webber (2006), point out, when distinguishing counseling and advising, ''the line where these two areas cross is not always clearly defined' ' (p. 24).…”

Section: Implications Of Findingsmentioning

confidence: 99%

Negative Thought Patterns of Undecided Community College Students: Implications for Counselors and Advisors

Starling

Miller

2011

Community College Journal of Research and Practice

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The purpose of this study was to explore the negative thinking patterns of incoming community college freshmen who were undecided about choosing a major and to suggest an approach for addressing these issues on a community college campus. Sixty community college freshmen attending their freshman orientation (FO) were surveyed using the Career Thoughts Inventory (CTI). Results indicated that the students who participated in the study scored higher on all CTI scales than high school or college students in the normative sample. There were no differences in scores in terms of ages, gender, or ethnicity. These results suggest that community colleges should design programming that can help new students, particularly freshmen; to identify and to address their unconstructive thoughts with the aim of helping these students learn how to manage their anxiety upon entering college. Counselors and advisors should work more collaboratively by shifting from an individual model of delivering services to a more holistic learning approach in order to help students to become more decisive about an educational career path.

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The Advising and Counseling Continuum: Triggers for Referral

Cited by 33 publications

References 5 publications

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost)

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost)

The Perceived Value of Counselor Preparation for Student Affairs Professionals

Negative Thought Patterns of Undecided Community College Students: Implications for Counselors and Advisors

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