It is imperative that those who provide personal therapy to others be well-adjusted in their personal and professional lives and possess a keen and accurate perception of wellness. Yet, persons drawn to careers in counseling often have unresolved psychological issues. Counselor education programs should have a systematic way to evaluate and improve wellness in their students. Studies addressing the well-being of counselors-in-training, their perception of wellness, and their need for self-care are lacking in the professional literature. This study, therefore, examined the relationship between psychological well-being and perceived wellness in a sample (N = 97) of graduate students in a CACREP-accredited counseling program. Based on person-centered theory, the participants' psychological well-being was measured with the Scales of Psychological Well-Being (SPWB), and their perception of wellness with the Perceived Wellness Survey (PWS). Multiple regression analysis revealed a significant relationship between psychological well-being and perceived wellness. Adding a self-assessment tool to counselor education and, thus, facilitating the students' best possible psychological functioning has positive social-change implications: Considering that 57.7 million individuals sought mental health services in 2006, at a cost of {dollar}68.1 billion, working toward greater well-being of counseling students will help them provide the best therapeutic care to their future clients.

Due to a living and learning work environment that is filled with role ambiguity, resident assistants often handle situations that require clear and competent ethical decision making. The purpose of this exploratory study was to examine the various aspects of ethics that affect the lives and job performance of resident assistants. Through an examination of the levels of moral development and the ethical issues faced by resident assistants, the intentionality and the quality of values education for resident assistants is hoped to be improved. One hundred and seventeen resident assistants at a mid-sized, Midwestern, public university created the sample population. All 117 participants completed the survey resulting in a 100 percent return rate.Resident assistants at Ball State University do not have a unique profile of moral development. As a group they tend to make decisions based upon the established rules of society rather than individual rights or universal principles. Results from the Defining Issues Test showed that they have a principled morality score of 37.07% in comparison to the standardized mean score for college students of 42.3%. In their work environments, they report situations involving dating or relationship issues as occurring most often. Colleagues dating their residents was perceived as the least serious out of 16 ethical situations. Situations of racial, gender, or religious intolerance were considered quite serious by the resident assistants. Out of the 117 participants, 109 resident assistants reported situations which created personal ethical or moral dilemmas. Dilemmas that included issues of the enforcement of or the belief in housing policies were reported 21 times. Director or staff conflicts involving a variety of situations were reported as an issue by 17 resident assistants. Relationships with residents that are based upon friendship and/or respect along with perceived issues of resident assistant harassment created the third largest category out of 15 categories of moral dilemmas.Resident assistants are paraprofessionals with a great amount of responsibility and are often put in situations which involve unconscious ethical decision making. Suggestions for hiring, training and role modeling are given in order to better meet the needs of resident assistants. Professionals and researchers must continue to examine the areas of moral development and ethical issues because understanding the issues that concern resident assistants is an important step in creating an ethical campus community. / Department of Secondary, Higher, and Foundations of Education

Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

Thesis (M.S.)--Mississippi State University. Department of Psychology. / Title from title screen. Includes bibliographical references.

Thesis (M.S.W.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 87-91).

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Alice M. Crawford, William R. Bowman. Includes bibliographical references (p. 77-79). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 05/10/2006). "June 2005." Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Archbald Douglas, School of Education. Includes bibliographical references.

The purpose of this study is to compare the perceptions of two groups of student personnel administrators (chief student affairs officers or deans of students and directors of student activities) with respect to current and expected student activity fee policies and procedures in four-year public institutions of higher education in the United States. The comparison is based on the demographic variables of position held, number of years experience in student personnel administration, and geographical location of the institutions by region.

This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.