A Senior Student Affairs Officer's Perspective on the AISP Model

Autor/in	Sandeen, Arthur
Titel	A Senior Student Affairs Officer's Perspective on the AISP Model
Quelle	In: New Directions for Student Services, (2009) 128, S.55-58 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-7970
Schlagwörter	Student Problems; Student Personnel Workers; Administrator Attitudes; Administrator Role; Leadership Responsibility; Caseworker Approach; Models; Program Effectiveness; School Safety + Suchen Sie Ihr Suchwort? Studienproblem; Analogiemodell
Abstract	Senior student affairs officers should be their campus leaders in ensuring that the effective and humane treatment of student problems occurs. Through their own expertise and training, but mainly through the professional expertise of their staff, they have the responsibility to know what the problems are, what services are needed, what responses are most effective and realistic, and how to persuade others in the institution and community that support for these services is needed. Senior student affairs officers need to be good leaders and advocates, often representing the needs of students to the president, faculty, community members, parents, and board members. Whether it is a community college, a liberal arts college, or a research university, the institution has a responsibility to deal effectively and humanely with student problems. The Assessment-Intervention of Student Problems (AISP) model provides a logical framework for doing this and can be very useful to senior student affairs officers. The AISP model is particularly appealing to senior student affairs officers because it is not complicated and it emphasizes assessment and a coordinated team approach for making sound decisions about students of concern. It provides a firm basis for the effective and humane response to disturbed and disturbing students. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10