Handbook on Student Development: Advising, Career Development, and Field Placement

Handbook on Student Development: Advising, Career Development, and Field Placement

Handbook on Student Development: Advising, Career Development, and Field Placement

Handbook on Student Development: Advising, Career Development, and Field Placement


Because this book's main objective is to foster and promote student development, it should appeal to those who advise, counsel, and teach undergraduate and graduate students, particularly those in psychology, education, and other social sciences. Along with a plethora of stimulating ideas for practice and research, the book contains the results of research having immediate applications to students' educational and career direction needs.

Readers will find more than 90 articles in this book distributed across three significant challenges to students' development: the academic, occupational, and personal. Further, the material presented has been organized around three distinct approaches to these challenges: advising, career development, and field placement activities. The source for these articles is the official journal, Teaching of Psychology, of Division Two of the American Psychological Association.


The focus of the following collection of articles contrasts with those in the preceding group by examining and evaluating concerns of graduate versus undergraduate students. the first selection of articles describes the following topics: the development of selfconfidence and competence, the characteristics of superstar students, and the factors that favor the admission into doctoral programs of students from master'sonly programs.

The acquisition of teaching skills during graduate school constitutes the theme of articles in the second group. Authors relate their experiences including a conceptual framework for training college teachers, a twoday workshop for graduate teaching assistants, a cooperative program that provides graduate students with full time teaching experience in community colleges, and faculty recruiters' insights about the transition from graduate student to faculty member.

The student's development of scholarly skills lies at the core of graduate education. Learning by collaborative efforts with one's peers is the topic of one article. a second article describes strategies for preventing or dealing with problems associated with doing a dissertation. Dissertation and thesis supervisors can especially appreciate the contents of that article. the last three articles are intimately related to one another; they describe advantages and disadvantages to students of the pressure to publish scholarly work.

A. Personal Development

Paul Delfin and Michael Roberts were graduate teaching assistants when they participated in this study. the purpose was to assess the process of change in students' perceptions of themselves. This repeated measures design assessed two classes of graduate students four times during their first year of school. Findings revealed increases in self-confidence and decreases in incompetence in relation to specific behavioral objectives following training. the authors candidly acknowledged the limitations of the study when drawing conclusions. Nevertheless, faculty responsible for training practitioners will find many valuable insights and suggestions.

Larry Bloom and Paul Bell from Colorado State University provided a novel description of graduate students' qualities that faculty value. the authors asked about 40 colleagues from across the country to identify the behaviors that distinquished superstars from other students. Bloom and Bell pointed out that these five factors did not include qualities often used in selecting students for graduate school. One could speculate that maybe they should. Nevertheless, the study provides useful suggestions to current and prospective graduate students about those behaviors that elicit favorable reactions from faculty.

Baron Perlman and Patricia Dehart investigated the differences between students who applied and/or gained admission to doctoral programs with those who did not apply. Participants were students completing a terminal master's in clinical at the University of Wisconsin at Oshkosh. the results of the study provided a profile of personal characteristics associated with successful admission to doctoral programs even though 71% of the sample had been denied admission before master's training.

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