Coping with the disruptive college student: a practical model.

This article offers some practical suggestions for college faculty and administrators who must deal with disruptive students. It emphasizes the need for well-defined codes of student conduct and clear procedures for dealing with disruptive behavior, and considers why university officials may be reluctant to deal with disciplinary problems related to psychiatric disturbances. The author discusses the distinction between disruptive and dangerous behavior, looks at the use of mandatory psychiatric withdrawals, makes recommendations for conditions of re-enrollment, and suggests how a campus mental health service can be useful in dealing with the problem.     

Parent loss and childhood bereavement: some theoretical considerations

This paper attempts to review critically the major psychoanalytic positions on the impact of parent loss during childhood. An effort is made to review systematically the issues of the loss of a parent as a love object, the loss of a parent as a narcissistic injury, children's cognitive understanding of death, and the relationship between loss and trauma. Two questions are raised by our efforts to understand the impact of the loss of a parent through death on children under ten years of age. First, what psychological tasks do children confront and what modes of coping do they use to deal with such an event? And, second, does such an event invariably lead to some pathological result for the child, or may its effects be normalized in the course of time? Although these questions may be seen as empirical questions needing to be answered through the collection of data that would confirm or negate the hypotheses generated, the questions are always posed within the context of a theoretical framework that colors how data is collected and which data is collected. By reviewing the theoretical positions, we come to the conclusion that no single approach is sufficient to explain the complexity of the impact of the death of a parent on a child. We propose that since no integrated conceptual framework presently encompasses all that needs to be explained, it is necessary to use a multivariant approach. Such an approach may be helpful in generating hypotheses and in beginning the task of systematic data collection.     

School discipline and disruptive classroom behavior: the moderating effects of student perceptions

This study examines the relationship between school discipline and student classroom behavior. A traditional deterrence framework predicts that more severe discipline will reduce misbehavior. In contrast, normative perspectives suggest that compliance depends upon commitment to rules and authority, including perceptions of fairness and legitimacy. Using school and individual-level data from the National Education Longitudinal Study of 1988 and multilevel regression modeling, the author finds support for the normative perspective. Students who perceive school authority as legitimate and teacher–student relations as positive are rated as less disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated by positive teacher–student relations. Contrary to the deterrence framework, more school rules and higher perceived strictness predicts more, not less, disruptive behavior. In addition, a significant interaction effect suggests that attending schools with more severe punishments may have the unintended consequence of generating defiance among certain youth.     

The college student-athlete: psychological considerations and interventions

This article reviews the literature dealing with problems brought by student-athletes to college counseling and mental health centers. Among the issues discussed are fear of success; identity conflict; social isolation; poor athletic performance; academic problems; and career or vocational concerns. In addition, the authors examine the paradox that although athletes experience as much or more psychological distress as nonathletes, research indicates that athletes use professional services less often than nonathletes. Finally, the authors review approaches to psychological intervention, including short-term psychotherapy, very brief interventions, cognitive behavioral therapy, and career/vocational counseling, and discuss special considerations for conducting therapy with athletes.     

Ethics and defense agency funding: some considerations

The author, an anthropologist working in a military defense science and technology funding agency, offers four guidelines for social scientists for evaluating the ethical problems in defense funding opportunities. These guidelines address what social scientists need to know in order to evaluate the ethical risks involved in accepting defense funding: (1) the need to understand the code of ethics of social science organizations and their limits in dealing with ethical problems of new technologies; (2) the need to understand the implications of working in “classified” contexts; (3) the need to understand the funding program's goals and objectives; (4) the need to develop an ethical imagination about technological advances and research and develop an appropriately supportive environment for promoting ethical behavior in the scientific community.     

AIDS volunteers and their motivations: theoretical issues and practical concerns

Volunteers and volunteer organizations are critical elements in society's response to the HIV epidemic. This article reviews a model of the volunteer process that draws on psychological theory and methodology and incorporates concerns of individual volunteers, volunteer organizations, and society at large. An inventory for assessing the motivations of AIDS volunteers is introduced. The findings from a survey of volunteers working in AIDS organizations around the United States speak to their motivations, their choices of volunteer roles, and their decisions about quitting or continuing service. Based on these findings, a detailed set of recommendations for effective volunteer recruitment, assignment, and retention is offered.     

Intensive interaction and autism: some theoretical concerns

The authors consider the possible application of intensive interaction to children with autism. Intensive interaction is briefly described, and the question asked whether children with autism (and developmental delay) can gain from this exemplar of naturalistic, interactive approaches to facilitating sociability and communication. A theoretical approach is taken to unravel the difficulties faced by children with autism in developing sociability and communication, and the way in which intensive interaction functions. Five areas of possible mismatch between the particular difficulties/needs of these children and the method are identified and interrogated. The authors conclude that children with autism can be enabled to learn about interaction and communication through this naturalistic and supportive process. The need for empirical evidence to substantiate this position is highlighted. Copyright © 2000 John Wiley & Sons, Ltd.     

Bipolar disorder and the college student: A review and implications for universities

Abstract

Objective: This brief report provides a review of the prevalence and expression of bipolar disorder in the college student population. Implications for college teachers and universities working with students with bipolar disorder are presented. Methods: Responses from the National College Health Assessment (2009–2017) reference groups were collated to estimate whether the prevalence of students with bipolar disorder has been increasing over time. Results: Data indicate that although overall prevalence is low, the presence of students with bipolar disorder has increased over the past decade. Conclusions: To help students with serious mental illness, including bipolar disorder, succeed in higher education, practices consistent with the philosophy of supported education should be adopted. Special attention will need to be paid to students’ financial and academic challenges.     

The common-sense model of illness representation: Theoretical and practical considerations

This article focuses on several areas. After reviewing the most commonly used approaches in the study of health behaviors, (e.g., the medical model, the health belief model, and the theory of reasoned action) the common-sense model is presented as an alternative. By presenting evidence across a wide range of illness domains, we demonstrate the usefulness of the common-sense, self-regulatory approach. We then discuss the importance of the common-sense model for health research among minorities. We conclude the article with examples of the operationalization of illness representations in past research and directions for future research.     

Comprehensive college student suicide assessment: application of the BASIC ID

Whether one knows someone who is thinking of suicide, has attempted suicide, or has completed suicide, nearly all individuals who encounter suicide are affected. The influence and residual affects of suicide are further amplified as the issue reaches across communities such as college or university campuses. College and university staff must improve their response to suicidal ideation with comprehensive assessment and intervention. The authors discuss risk factors and basic screening methods for suicide risk. They present Lazarus' BASIC ID tool (ie, Behavior, Affective Responses, Sensations, Images, Cognitions, Interpersonal Relationships, and Drugs or Biological Influences) as a method for conducting a comprehensive suicide assessment. The authors demonstrate assessment procedures through a case vignette.     

Special considerations in the treatment of college students with bipolar disorder

Bipolar disorder is a relatively common mental disorder that often has its onset during the college years. This means that students simultaneously face both the challenge of late adolescent development and the challenge of adapting to a major mental illness. As a further complication, the college environment is not well suited to the kinds of lifestyle changes that add stability to the lives of people with bipolar disorder. Treatment involves establishing an alliance, education about lifestyle changes, aiding adaptation to the illness, careful medication to minimize side effects, and loosening the affective constriction that can result from fear of relapse. Both the health care provider and student can use the culture of learning and self-discovery in the college setting to the treatment's benefit. As well, the provider can use the time-limited nature of college to lessen ambivalence about making long-term changes.     

Public opinion and the privatization of welfare: some theoretical implications

The social policy of the Thatcher government is characterized by an abrupt shift in the direction of the private sector. To what extent does this reflect what people want? The Institute of Economic Affairs conclude from the only suitable national opinion survey that such a move is strongly supported. Our reanalysis of their data shows that this strand in public opinion can coexist with, and need not contradict, an equal public enthusiasm for state welfare. Such results have important implications for our understanding of social policy. We conclude, therefore, with a discussion of contrasting marxist and liberal accounts which seeks to show that the evidence of ambivalence in popular attitudes about the welfare state supports particular developments in theory.