John M. Littrell

Comparison of eating patterns between dietetic and other college students

Abstract Because applicants being interviewed for admission to a coordinated undergraduate program in dietetics frequently reported concerns about their eating patterns, we designed a study to determine whether female college students with a major in dietetics have eating patterns that differ from those of female students in other majors. The sample of 119 junior and senior female students at a midwestern university were majoring in dietetics, home economics education, or the social science/humanities. Students recorded the frequency of their eating behaviors on an eating pattern questionnaire. Dietetic majors reported significantly more positive eating habits than did the social science/humanities majors. However, dietetic majors also reported a greater frequency of vomiting after overeating than did home economics education majors. Twenty percent of the dietetic majors indicated some degree of vomiting after they stuffed themselves. This was in contrast to the combined total of approximately four percent for the other two majors. Implications are offered for educators in dietetic programs.

Establishing a Comprehensive Group Work Program in an Elementary School: An In-depth Case Study

Creating and maintaining a successful and comprehensive school counseling program built on group work requires far more than excellent group skills. Results derived from an in-depth case study illustrate how an elementary school counselors knowledge and skills (e.g., vision, identity, beliefs and values, capabilities, and behaviors) contributed to establishing a successful schoolwide program in which three types of group work served as a foundation for systemic change.

COUNSELORS’ CLOTHING: IMPACT AND MEANING IN THE COMMUNITY COLLEGE

Counselors’ clothing nonverbally conveys to potential clients cues about counselors. This study examined the impact of counselors’ clothing on community/technical college students’ willingness to discuss personal, academic, and vocational concerns and explored the effectiveness of counselors’ attire in conveying four facilitative counseling conditions: empathy, warmth, genuineness, and concreteness. Ninety‐one students in an upper midwest community/technical college rated male and female counselors each waring six forms of dress. Results of the multivariate analysis of variance showed that counselor attire differentially affected students’ willingness to discuss concerns and their ratings of the counselors’ facilitative conditions. The formality of counselors’ attire did not appear to be a construct important in understanding the students’ differential evaluations of counselors. Suggestions for the dress of counselors in community colleges are discussed.