REPORT
R E S U M E S
ED 012 070
CO 000 227
PREVENTIVE ACTION IN COLLEGE MCNTAL HEALTH.
D Y - DAROER, E EN
FLORIDA UN IV., GAINESVILLE
PUD DATE SEP 65
FDRS PRICE MF~S0.09 HC-$0,60
20P
DESCRIPTORS - ^EMOTIONAL ADJUSTMENT, ^STRESS VARIABLES,
♦COLLEGE STUDENTS, ♦MENTAL HEALTH PROGRAMS, COLLEGE
COOPERATION, WORKSHOPS, ♦PILOT PROJECTS, NATIONAL INSTITUTE
OF MENTAL HEALTH PROJECT, UNIVERSITY OF FLORIDA, GAINESVILLE
THE UNIVERSITY OP FLORIDA HAS D EEN DEVELOPING PROGRAMS
TO STUDY AND PREVENT THE EMOTIONAL STRESS EXPERIENCED EY
STUDENTS WHEN THEY HAKE THE TRANSITION FROM HOME TO COLLEGE.
A UNIVERSITY MENTAL HEALTH PROGRAM WHICH IS
PREVENTION-ORIENTED HAS DEEN DEVELOPED . THE PROJECT PROPOSED
IN THIS PAPER IS AN INTENSIVE STUDY OF THE TRANSITIONAL
EXPERIENCES, STRESSES, AND RESULTING BEHAVIORS OF FRESHMEN
AND TRANSFER STUDENTS. THE STUDY WILL LEAD TO THE DEVELOPMENT
OF ORIENTATION PROGRAMS AND COUNSELING PROGRAMS TO MEET THE
NEEDS OF ENTERING STUDENTS. INTERVIEWS WITH APPROX I MATELY 300
STUDENTS AT THE UNIVERSITY OF FLORIDA ARE PLANNED TO
DETERMINE THE INDEXES OF EMOTIONAL VULNERAD I L I TY . THE INDEXES
ESTABLISHED l/ILL BE USED FOR THE SELECTION OF MEASURING
INSTRUMENTS AND CONTINUED CROSS VALIDATION OF EMOTIONAL
PROBLEMS FOUND. WORKSHOPS FOR COUNSELORS OF HIGH SCHOOLS AND
JUNIOR COLLEGES WILL FOLLOW TO GIVE THE COUNSELORS AN
OPPORTUNITY TO INTERVIEW STUDENTS AND DISCOVER WAYS OF
PREPARING THEM FOR THE TRANSITIONAL EXPERIENCES. A SUMMER
ORIENTATION PROGRAM FOR PARENTS AND STUDENTS ON READINESS FOR
COLLEGE IS ALSO PLANNED. EVALUATION OF THE STUDY AND THE
INSTITUTED PROGRAMS THROUGH SUBSEQUENT STUDENT INTERVIEWS AND
COUNSELOR WORKSHOPS IS THE FINAL PHASE OF THE PROPOSED
PROJECT. (NS)
ED012070
S
4 I
U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE
OffICE Of EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OffICIAL OffICE Of EDUCATION
POSITION OR POLICY.
PREVENTIVE ACTION IN COLLEGE MENTAL HEALTH*
Ben Barger, Project Director
Department of Student Health
University of Florida
Gainesvi I le
&
September 1965
*A project supported in part by
National Institute of Mental Health Project Grant MH 2144
PREVENTIVE ACTION IN COLLEGE MENTAL HEALTH
THE PROBLEM
For many students, the period of transition from the home
environment to the university environment provides an experience of
"discontinuity" (Benedict, 1938) which subjects their adaptive resources
to considerable strain. Srole and his associates in their important
Midtown Manhattan Study (1962) singled out role discontinuity as one of
the three major "social phenomena contributing to emotional morbidity."
Further, they specify that ". . .role transitions occur in especially
rapid sequence during adolescence and early adulthood, e.g., puberty,
entering high school, dating, entering college, launching a career,
and courtship." To this list we might add marriage and beginning a
family. Erikson ( 1959) » too, has highlighted adolescence as a critical
period of personality consolidation and synthesis necessary for the
development of the adult identity. His careful description of the ado-
lescent identity crisis, particularly as it is found among college stu-
dents has drawn attention to the need for greater understanding of this
important period of development. Sanford, too, in the concluding
chapter of The American College (1962) has emphasized the importance of
studying the determinants of change in the college student, and desig-
nates late adolescence as one of the neglected areas of developmental
psychology.
The proposed project will focus on this period in the life
cycle, during which the transition from home to college and resulting
experiences of discontinuity constitute an important source of emotional
distress. In addition, preventive programs related to the transitional
process will be developed and evaluated. These will be designed to
help students and those who work, with them to better understand the na-
ture of the transitional crises of this period in order to deal with
them more effectively. Both Bowsr (i960) and Cap Ian (1964) have empha-
sized the value of intervention during crisis, when individuals are
particularly receptive to help.
BACKGROUND
Two general developments at the University of Florida make
it an especially good laboratory for the study of this transition
period, and for the development and evaluation of the programs of pre-
vention proposed below. During the past five years, the staff of the
Mental Health Service, Department of Student Health, University of
Florida has been developing a University Mental Health Service empha-
sizing public health concepts. This has been done with support from
National Institute of Mental Health Project Grant MH 380. This project
has had four interrelated aspects.
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1. Programs of consultation and mental health education have been
offered to key university personnel In the interest of developing
an Increasingly effective program of early identification and
Intervention within the exist ng university structure.
2. A program of demographic a r .d epidemiologic research has been under-
taken for the purpose or identifying those conditions within the
university community and those withir the student which contribute
to disruptive emotional distress.
3* A program of mental health services has been developed to meet the
needs of students whose problems represent the full range of emo-
tional adjustment. This Includes diagnostic and referral services
for the most acute and most chronic disturbances and brief treat-
ment for a wide range of the less severe or less chronic problems.
4. A program of graduate training emphasizing the concepts and methods
of this project has been offered In order to help prepare mental
health professionals to serve the growing demands from community
and university mental health programs.
A fuller description of this program is to be found in the
accompanying Conference Proceedings . During the establishment of this
project, extensive commitment to the concepts of prevention, early
Identification and intervention have developed In the university com-
munity and broad participation In programs of early detection and
intervention have been achieved.
The second significant development Is the program of summer
orientation for beginning freshmen which was instituted three years
ago. This has been so successful (nearly 80% of entering freshmen and
a majority of their parents took advantage of this program during the
past summer) that plans are underway to extend It In two directions.
(a) To include lower division transfer students as well as beginning
freshmen, and (b) to extend the one-day period of orientation. This
would enable tho university to obtain additional evaluation of stu-
dents at that time, thus permitting the identification of students
needing remedial programs In either the academic or social -emotional
spheres, In time to Institute such programs during the summer, prior
to admission. The project outlined below proposes the development
and evaluation of such an early Identification and intervention
program.
AIMS
The proposed project Is designed to study systematically and
In some depth, the transitional experiences and adaptive behavior of
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successive samples of entering students. These studies wi II be under-
taken with several purposes in mind: (a) to help define the sources
of vulnerability in students entering the university for which correc-
tive Intervention can be effectively undertaken; (b) to guide the de-
velopment of action programs for early intervention which may be ex-
pected to meet with some measure of success, and (c) to provide
counselor and guidance personnel in the university and in the Florida
high schools and junior colleges with realistic frames of reference
regarding transitional experiences and coping behavior of students
entering the university. In other words, Ihe data of these studies
will be fed back into action programs of early identification, early
intervention, and mental health education.
SIGNIFICANCE
The establishment of the proposed project will permit the
development and evaluation of action programs based on concepts and
methods of preventive mental health. The project will take advantage
of the groundwork that has been laid during the five-year development
of a university mental health program which Is prevention oriented.
The proposed action programs will be more truly preventive
than the current university programs, In that intervention will be
introduced into the period prior to admission, when the student is
preparing for college.
The project will involve mental health personnel, university,
junior college and high school administrative and counseling personnel,
as well as students and their parents In a collaborative effort to
understand more fully and more clearly the sources of transitional
distress associated with leaving home to enter university life and to
develop ways of dealing with these more effectively. Such a cooperative
undertaking not only should increase the understanding of transitional
phenomena by the many people who will be involved in the project, but
it should also contribute to the body of knowledge in this important
area. In addition, it should contribute to mutual understanding and
respect among the personnel of the many institutions Involved and help
to establish lines of communication that will facilitate consultation,
referral, early Identification and intervention among those who are
most concerned with students in transition.
The project will provide a program model by which other uni-
versities and colleges may be guided in attacking the transitional
problems of their students. It may also have application in other
types of institutional settings by providing some general principles
regarding the handling of transitional experiences and some guidelines
for studying them.
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It will provide opportunities for cental health professionals
in training as well as graduate students In the social sciences and
other helping professions to assimilate concepts and to develop skills
in consultation, mental health education, research and program develop-
ment. These concepts and skills wi 1 1 be applicable in the educational
settings, community mental health centers, and other institutional set-
tings in which they will be employed. These students, with their
faculty advisors, will augment the research and program capabilities
of the project through their utilization of project data and participa-
tion in project research, program development and evaluation in their
master's and doctoral programs.
FACILITIES AND RESOURCES AVAILABLE
The University of Florida has a current student population
of 15 » 000 students. Of the students entering the university last fall,
there were approximately 2300 beginning freshmen, 800 lower division
transfer students, and 1000 upper division transfer students. The last
group is growing rapidly.
The active interest and support of the university administra-
tion and the commitment of this university to early identif icatien and
early orientation have already been described.
The Mental Health Service staff is very adequately housed in
the University Infirmary, occupying ten offices for professional and
clerical staff and graduate assistants. In addition, a library/con-
ference room, mimeograph, photocopy, dictating equipment, and other
facilities of the Student Health Service are at the disposal of the
project staff. Books and articles which constitute basic readings in
this area have been assembled.
A substantial amount of basic data has been collected from
nearly 20,000 students during the past five years and has been stored
on IBM data cards and tapes. These data include personality and in-
terest inventory scores, background and experience information, which
have been obtained during the orientation period each trimester in
testing sessions conducted by the project staff.
The resources of the University Computing Center, the Board
of University Examiners, and the Office of the Registrar are available
for project use. These offices provide student data and such facili-
ties as optic reading test-scoring machines, collators, and reproducers
with mark-sensing equipment, two 3K 1401 data processors, and a 709
computer with a substantial library of computer programs.
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METHOD OF PROCEDURE
It Is proposed that an intensive study of the transitional
experiences, stresses, and coping behaviors of two successive random
samples of entering students be undertaken. Independent evaluations
wi II be made for freshmen, lower division transfer students (LDT), and
upper division transfer students (UDT). This will make it possible to
develop programs of orientation, early intervention, and "anticipatory
counseling" (Caplan, 1964) that are tailored to the special needs of
each of these student sub-groups.
Such programs will be instituted and their relative effective-
ness will be evaluated. Also, a program of mental health education
workshops wi 1 1 be undertaken for junior college and high school coun-
selors utilizing the findings of the intensive studies of students and
providing opportunities for them to evaluate directly the transitional
experiences of students from their own institutions.
SPECIFIC PROPOSAL
Phase I . The first phase of the project will be devoted to
the development of structured interview schedules designed to assess
the transitional experiences and stresses of students who have left
home to enter the University of Florida. This undertaking will be
guided by the excellent work of SI Iber and his associates (1961) in
their intensive study of IS outstanding students during the period In
which they were selecting and preparing for college. The interviews
will be intended to yield information from which a classification of
transitional experiences and stresses may be made. In addition, an
attempt will be made to develop from the interview material, a set of
temporal profiles which describe the sequence of experiences and
coping behaviors which are typical of representative segments of the
entering student body.
The basic interview schedule will be varied slightly to make
It appropriate for the specific circumstances of beginning freshmen,
lower division transfer students (LOT) and upper division transfer stu-
dents (UDT). It will consist of three sections. One will deal with
the period of preparation for college; one will deal with the period
of adaptation to the university, and the third will provide for
classification of the areas of vulnerability shown by a student and
for mating the degree of vulnerability he is judged to have. The Mid-
town Manhattan schedule provides some useful guidelines for the con-
struction of the interview. To facilitate the development of the
schedule, approximately 100 students randomly selected from among
those entering the university in September 1965, wi 1 1 be interviewed,
utilizing the evolving interview schedule.
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When a satisfactory schedule is developed, at least IOC stu-
dents wi 1 1 be selected randomly from each of the groups entering in
September 1965 (freshmen, LOT, and UDT). They will be Interviewed for
the purposes of: (a) determining the types of transitional experiences,
stresses, and coping behaviors which are characteristic of freshmen,
LDT’s and UDT’s respectively, and (b) rating the degree of emotional-
social vulnerability each student is judged to exhibit. These ratings
j will provide a representative epidemiological survey of emotional
problems among entering university students. Further, they will serve
as criterion measures against which a set of indices of emotional
vulnerability may be developed, using the MMPI and background question-
naire (Appendix 0) items as predictors. Instruments yielding self-
perception and evaluation of the university will also be selected for
administration at this time. Analyses wi 1 1 be made which take into
account both type and degree of vulnerability. The classification task
and the analyses necessary for the development of the vulnerability
indices wi 1 1 be undertaken during the summer trimester of 1966.
Phase 1 1 . In September 1966 the MMPI and the background
questionnaire will again be administered to all incoming students during
the orientation period. During the fall trimester three new samples of
I at least 100 students each wi 1 1 be randomly selected and interviewed,
using the interview schedule developed during the previous year. These
interviews will be undertaken to cross-va I idate and refine the classi-
fication of transitional stresses that was developed during the first
phase of the project. They will provide a new epidemiological survey
of student emotional problems and will establish a new set of criterion
measures against which to cross -va I idate the indices of emotional
vulnerability.
In order to determine the reliability of the vulnerability
ratings, the same 300 students wi 1 1 be re- interviewed and independently
rerated during the winter trimester. These interviews will also be
undertaken to determine additional ways in which these students have
adapted to the university situation.
The summer trimester will be devoted to analysing the reli-
ability of the vulnerability ratings, cross-validating the vulnerability
indices, and identifying the special transitional problems experienced
respectively by freshmen and both lower and upper division transfer
students. This material will be prepared for use in a set of mental
health workshops to be held with counseling personnel throughout the
university and from the junior colleges and high schools which send a
substantial number of students to the university each year.
Phase III . During the fall trimester of 1967, a program of
mental health education will be developed which will Involve junior
college counselors and interested administrators. At least one coun-
selor from each of the approximately 20 junior colleges from which 20
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or more students come to the University each year, wi i I be invited to
participate in two-day workshops, in groups of about iO counselors at
a time. These workshops will consist of a period of orientation to
the workshop itself, to a structured interview which wilt have been
developed for this purpose, and to some of the more relevant findings
of the preceding year's studies. The counselor from each college will
then be scheduled to Interview at least 10 students who had transferred
from that college to the University at the beginning of the current
school year.
The focus of these interviews will be on factors and experi-
ences which the student found had prepared him well or poorly for
university life. Students who had completed junior college (UDT's) and
those who had not (LDT's) will both be scheduled for these interviews,
in order that the counselors may identify problems that are common and
those that are more specific to one group or the other.
Following these series of interviews, the counselors will
reassemble and be joined by representatives of the hental Health Serv-
ice, the University Counseling Center, the residence counseling staff,
and the Oean of Student Affairs office. A review session will be con-
ducted in which the counselors will summarize what they have learned
from the interviews with their former students. The attention of the
entire group will be directed toward planning programs for dealing
with the problems thus identified. This will mean that attention is
focused on the development of preventive programs at both the junior
college and the university level. Any particularly abrasive circum-
stances within the university to which these students draw attention
will be brought directly to the attention of the Office of Student
Affairs where the responsibility and the authority for taking correc-
tive action lies. The junior college counselors, too, may take back
with them plans for program improvement which will prepare their stu-
dents better for university life, or at least help them make more
realistic choices regarding their continuing education.
These workshops will serve the additional purpose of devel-
oping mutual understanding and respect, and of establishing better
lines of communication among the several agencies and institutions in-
volved. This should facilitate consultation, referral and interagency
cooperation in early detection and intervention. Thus the goals of
prevention wi 1 1 be served.
Involvement of parents in the early identif 5 cat ion and inter-
vention processes is considered important because of the significant
place which the family continues to hold in the awareness and feelings
of the entering student, and the key role which parents can play in
determining the relative smoothness of the transition from home to un-
iversity. In terms of early identification, parents may be helped to
indicate possible sources of vulnerability in the entering student by
•' -•tJf 4 C-*'- •
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means of an appropriate questionnaire. In fact, students themselves
may be helped to evaluate their own readiness for the emotional demands
of university life through the medium of an appropriately warded ques-
tionnaire.
During the winter trimester, therefore, two such questionnaires
will be developed, guided in large part by the findings of the pre-
ceding two year's study.
Pertinent materia) from the indices of emotional vulnerabil-
ity as well as from the structured interviews will determine much of
the content of these questionnaires. They will be intended to stimulate
a frank assessment of such factors as: (a) the degree of interest and
satisfaction derived from academic work; (b) readiness for independent
decision-making and self maintenance; (c) readiness for group living,
especially coping with a roommate; (d) tolerance for sustained aca-
demic effort; (e) tolerance for widely varying soc'al, cultural, and
moral values, and (f) adequacy of social skills.
The quality of the relationship with parents has been found
so often to be related to the insecurity, despair, frustration or
antagonism which interfere with students' effectiveness and contribute
to their emotional distress. Because this is true, an effort will be
made in a portion of each questionnaire to get students and their par-
ents to evaluate the quality of the communication, understanding, and
mutual respect which exists between them. Such an evaluation should
provide a first step toward initiating corrective action where che need
exists. Several alternative methods of facilitating such corrective
action will be undertaken and evaluated.
During the summer trimester, the students and parents who
attend the summer orientation program will participate in the following
early identification and anticipatory counseling programs. Two groups
per week of approximately 150 students and their parents wi II come to
the university campus for summer orientation.
The following four program wl 1 1 be presented in rotation.
(a) The current orientation program wi H provide a control condition.
(b) The questionnaires, designed to help students and parents evaluate
the adequacy of the student's preparation for university life and the
quality of intra-family communication and understanding, will be admin-
istered in separate group sessions for parents and students. Following
completion of the questionnaires, both students and parents will be en-
couraged tc discuss between them and/or with some other appropriate
person in their home community any matters of concern which may have
been brought to their attention, (c) The questionnaire will be admin-
istered in separate group sessions. Following completion of the
questionnaires, the major factors covered by the questionnaires will
be discussed briefly and time will be allotted for questions and
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discussion, (d) Group discussions will be scheduled to draw the atten-
tion of students and parents to the common as well as the more serious
problems faced by students in transition. This will enable parents and
students to recognize problems of transition about which they may need
to take corrective action.
Throughout the 14 weeks of the summer orientation program,
each series of four orientation groups will receive one of the four
types of orientation outlined above. These will be presented in an
order which controls for any temporal factors which may influence
selectively the composition of the groups.
Phase IV . During the fall trimester, 1968, 100 students from
each of the anticipatory counseling and control conditions will be
interviewed. This will be done to determine the relative effectiveness
of each form of Intervention. Effectiveness will be defined both in
terms of the students' stated satisfaction with the results of the
intervention and the relative number of kinds of intervention or pre-
paratory actions that were undertaken by the students (or parents).
During the latter part of the fall trimester and the early
part of the winter trimester, mental health workshops of the kind held
for junior college counselors wi 1 1 be conducted for counselors from
the approximately 40 high schools from which 20 or more students come
to the University of Florida each year. A similar program outline will
be followed, for the same purposes.
During the latter part of the winter trimester and throughout
the summer trimester 1969 , the aspects of the identification and antic-
ipatory counseling programs which have been found to be effective will
be established as continuing aspects of the summer orientation program
by preparing the material in booklet form, on audio and/or video tape.
The materials wi 1 1 be tailored to the needs of freshmen and both lower
division and upper division transfer students.
Phase V . During the final phase of the project (September
1969 - August 1970) a conference wi 1 1 be arranged for counseling,
mental health, and administrative personnel from all Florida univer-
sities, colleges, and junior colleges to review the methods and find-
ings of the project. A similar conference wl 1 1 be arranged for rep-
resentative universities throughout the southeastern region. The
staff will make themselves available for consultation with colleges
and universities or individuals who request help in utilizing the
findings. A full report of the project will be prepared for publication.
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SUMMARY
The foregoing proposal represents an attempt to develop an
action program in university mental health which has the following key
features:
1. It Is based on public health or community mental health concepts
with emphasis on prevention.
2. It builds a program of preventive action on a foundation of
focused research and provides continuing evaluation so that cor-
rective measures and program improvements may be instituted as
needed .
3* ^ attempts to differentiate the special needs and problems of
students with differing preparatory experiences and to tailor
corrective intervention to these special needs.
4. It gives recognition to the continuing importance of the family
in the emotional well-being of the college student during his
transition from home to university.
5» it emphasizes the importance of feedback to junior colleges and
high schools, of information that will help counselors and teachers
guide their students in preparing themselves better for university
life. 1
6. it proposes the introduction of a program of anticipatory counsel-
ing as part of summer orientation which will further help students
and their parents evaluate the student's readiness for the emo-
tional demands of university life and suggest approaches to pre-
paratory actien.
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REFERENCES
Benedict, R. Continuities and discontinuities in cultural conditioning.
Psychiatry . 1938 , J., 16 1 - 167.
Bower , E. M. Ear ly i den t i f i ca t i on of emotiona I Iv handicapped chi Idren
in school . Springfield, III.: Charles C. Thomas, I960.
Caplan, G. Principles of preventive psychiatry . New York: Basic
Books, 1964.
Erikson, E. H. Identity and the life cycle. Psycholoaical Issues.
>959. !. 1-171.
Langner , T. S. , and Michael, S. T. Life stress and mental health .
New York: Free Press, Glencoe, 1963.
Sanford, N. (Ed.) The Amer I can co I lege . New York: John Wl ley and
Sons, Inc., 1962.
Silber, E. , Coelho, G. V., Murphy, E. R. , Hamburg, D. A., Pear I in,
L. I., and Rosenberg, M. Adaptive behavior in competent
adolescents: coping with the anticipation of college.
Archives of General Psychiatry . 1961, £, 354-365.
Srole, L. , Langner, T. S. , Michael, S. T., Opler, M. K. , and Rennie,
T. A. C. Menta 1 hea 1 th i n the metropo 1 j s . New York:
McGraw-HI II, 1962.
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BIBLIOGRAPHY
Blaine, G. b. , Jr., and McArthur, C. C. (Eds.) Emotional problems ef
the student . New York: App I e ton -Century-Crofts , 1961.
Erlkson, E. H. Problem of ego identity. Jcurna I of American Psycho -
ana Ivti c Association . 1956, 4, 56-121.
Farnsworth, D. L. Menta I hea I th i n col lege and uni versi tv . Cambridge:
Harvard University Press, 1957.
Getzels, J. W. , and Jackson, P. W. Creativity and intelligence . New
York: John Wiley and Sons, 1962.
Hathaway, S. R. , and Monaches i , E. 0. Adolescent personality and
behavior . Minneapolis: University of Minnesota Press, 1963.
Havighurst, R. J. , et al. G row i nq up I n River City . New York: John
Wiley and Sons, 1962.
Jahoda, M. Current concepts of pos i t i ve mental hea I th . New York:
Basic Books, 1958.
Joint Commission on Mental Illness and Health, Action for mental
hea I th . New York: Basic Books, 1961.
Kleinmuntz, B. MMPI decision rules for the identification of college
maladjustment. Psychological Monographs . 1963, 21 0*0.
Lidz, Theodore The fami ly and human adaptation . New York: Inter-
national Universities Press, Inc., 1963.
Marks, P. A. , and Seaman, W. Actuaria I descri ption of abnorma I per -
sona I i tv . Baltimore: Williams and Wilkins Co., 1963.
Nichols, R. C. , and Holland, J. L. Prediction of the first year col-
lege performance of high aptitude students. Psycho log i ca I
Monographs . 1963, 21 (7).
Sanford, N. Personality development during the college years. Journal
of Soc I a I I ssues . 1956, J2. (4) .
Stern, G. G. Congruence and dissonance in the ecology of college
students. Student Medicine. I960, 8, 304-339.
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Stern, G. G. Continuity and contrast in the transition from high school
to college. In N. F, Brown (Ed.) Orientation to College
learn! nq- -A Reappraisal . Washington, 0. C. : American Council
on Education - ] 196 1 .
Wedge, B. M. (Ed.) Psychosocial problems of college men . New Haven:
Yale University Press, 1958.
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BIOGRAPHICAL SKETCH
I. John J. Wright, Research and Training Associate, NIMH Project
Grant MH 380.
II. Date of Birth: February 18, 1926
III. Place of Birth: Detroit, Michigan
IV. U. S. Citizenship V. Male
VI. Educational History:
B.A. University of Michigan, Psychology, 1950
M.A. Wayne State University, Clinical Psychology, 1953
Ph.D. Purdue University, Clinical Psychology, 1956
Work History:
1956-1957 Placement Specialist, General Electric Company,
Cincinnati .
1957*1958 Chief Counselor, Testing and Counseling Center,
University of Cincinnati.
1958-1962 Psychologist to Chief Psychologist, Henderson
Clinic, Fort Lauderdale, Florida.
1962- Training and Research Associate, Student Health
Project, MH 380.
VII. Special Interests:
Community mental health
Self perception, envi ronmenta I stress evaluation, self con-
cept theory.
VIII. Memberships:
American Psychological Association
Diplomate, American Board of Examiners in Professional
Psychology
Certified, Florida
Associate Member, Sigma Xi
amt*
Pcwvss**
biographical sketch
Benjamin Barger, Project 01 rector, NIMH Project Grant MH 380,
Lecturer, Department of Psychology, University of Florida.
II. Date of Birth: October 26, 1920
III. Place of Birth: Belgian Congo, Africa
IV. U. S. Citizenship V. Male
VI. Educational History:
B.A. George Washington University, Psychology, 19** 7
Ph.D. Duke University, Clinical Psychology, 1952
Work History:
1952 - 1955
1953 - 1959
1956-1957
1955-1959
1959 -
1960 -
Chief Psychologist, Mental Hygiene Clinic, Ohio
State University, College of Medicine.
Instructor to Assistant Professor, Department of
Psychiatry, College of Medicine, Ohio State
Uni vers I ty.
Lecturer, Department of Psychology, Ohio State
Uni vers! ty.
Director, Psychological Services, Celumbus Psychi-
atric Institute and Hospital, Ohio State
University.
Assistant Director to Director, NIMH Project Grant
MH 380, Department of Student Health, University
of Florida.
Lecturer, Department of Psychology, University of
F lor Ida.
VII. Special Interests:
University mental health
Community mental health
Personality development and dynamics
VIII. Memberships:
American Psychological Association, Div. 12
AAAS
AAUP
Sigma XI
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biographical sketch
I. Everette Hall, Jr., Ph.D. , Research Associate, NIMH Project Grant
MH 380.
II. Oate of Birth: December 16, 1925
III. Place of Birth: Miami, Florida
IV. U. S. Citizenship V. Male
VI. Educational History:
B.B.A. University of Miami, Accounting/finance, 1952
M.R.C. University of Florida, Rehab. Counseling, I960
Ph.D. University of Florida, Psychology, 1983
Work History:
1957*1959 Research Assistant, Family Student Center, Univer-
sity of Chi cago
1960-1961 Teaching and Research Assistant, Department of
Psychology, University of Florida.
1962- Research Associate, Mental Health Project, Univer-
sity of Florida.
VII. Special Interests:
Family constellation as related to personality
Community mental health in a university
Developmental psychology, especially adolescence
VI II. Memberships:
American Psychological Association
Interamerican Society of Psychology
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BIOGRAPHICAL SKETCH
I. E. Arthur Larson, M.D. , Chief, Mental Health Service, Department
of Student Health, Assistant Professor, Department of Psychi-
atry J. HI Ills Miller Health Center
II.
Date of Birth: April 11, 1932
III.
Place of Birth: New Richmond,
Wi scons in
IV.
0. S. Citizenship
V. Male
VI.
Educational History:
B.A. University of Minnesota, 1954
M.D. Northwestern University, 1958
internship In 1958— 1959 » Virginia Mason Hospital, Seattle
Resident in Psychiatry, 1959-1962, Menninger School of Psychiatry
Work History:
1962- 1964 Chief, Psychiatric Service, Maxwell AFB Hospital,
Alabama.
1963- 1964 Psychiatric Consultant, Alabama Commission on
Alcohol i sm.
1963- 1964 Psychiatric Consultant, Alabama Sanity Commission,
Montgomery, Alabama.
1964- Chief, Mental Health Service, Department of Student
Hea I th .
VII. Special Interests:
Community Psychiatry
Student Mental Health
VIII. Memberships:
American Psychiatric Association
biographical sketch
I.
II.
III.
IV.
VI.
C. A. Yozgatl loglu, M.D. , University Psychiatrist
Date of Birth: March 10, 1926
Place of Birth: Tire, Turkey
First paper toward U. S. Citizenship V
Educational History:
M.D. Istanbul University, Turkey, 1951
Work History:
1953-1955
1955- 1956
1956- 1958
1958- 1959
1953-1959
1959- 1961
1961-1963
1963-
Medical Residency, Bergen Pines County Hospital,
Paramus, N.J.
Internship, The Cooper Hospital, Camden, N.J.
Psychiatric Residency, Danville State Hospital,
Danvl 1 1e, Pa.
Psychiatric Residency, Delaware State Hospital,
Farnhurst, Del.
Postgraduate work, Temple University, Philadelphia,
Pa.
Staff Psychiatrist, Florida State Hospital,
Chattahoochee, Florida.
Staff Psychiatrist, Delaware State Hospital,
Farnhurst, Del.
University Psychiatrist, Student Health Service,
University of Florida.
VII. Special Interests:
Commun i ty men ta I hea 1 th
VIII. Memberships:
American Psychiatric Association
i
BIOGRAPHICAL SKETCH
I. Bonnie Raedisch, Psychiatric Nurse
II. Date of Birth: December 9» 1939
III. Place of Birth: Milwaukee, Wisconsin
IV. U. S. Citizenship V. Female
VI. Educational History:
B. S. Nursing, Florida State University, 1962
Incomplete M.A. Education, Guidance and Counseling
Work History:
>961 3 months - nurses training at Florida State Hospital
at Chattahoochee.
1962-1964 Psychiatric Nurse, J„ Hillis Miller Health Center,
Gainesville, Florida.
1964-1965 Florida School for Girls, Ocala, practicum course.
VII. Special Interests:
Counse 1 1 ng
Preventive psychiatry — community level
Marriage Counseling
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