There have been numerous case studies completed on individual intervention programs that support students returning from suspension. There have also been numerous studies outlining the characteristics of academically suspended students. However, little research has been done to compile available intervention strategies utilized by institutions for students returning from academic suspension. Further, there is no cohesive justification for current practices. Practitioners in student affairs do not have a way to measure what levels of intervention they are providing or what other institutions are providing. With a lack of information in the field and no way to assess the intrusiveness of intervention programs, there is also a lack of future plans and directions on how to improve programs to better serve suspension students. This descriptive study aimed to provide enough information to practitioners so future planning and current assessment on intervention programs can be completed. Information on intervention trends gleaned from the literature are presented in this study via the conceptual model of social support. From these results, a rubric was created to measure the level of intervention intrusiveness for the different functions of social support. This rubric was used to compare the data collected from a select group of large, public four-year institutions. Implications for further research and recommendations for student affairs practitioners are provided based on the results gathered from the descriptive method.
|Commitee:||Friedman, Dan, Keeling, Sarah|
|School:||University of South Carolina|
|Department:||Higher Education and Student Affairs|
|School Location:||United States -- South Carolina|
|Source:||MAI 49/06M, Masters Abstracts International|
|Subjects:||School counseling, Higher education|
|Keywords:||Higher education, Intervention programming, Intrusiveness, Reinstatement, Suspension|
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