Promoting the Development of High-Risk College Students Through a Deliberate Psychological Education-Based Freshman Orientation Course

This paper reports the results of a Deliberate Psychological Education (DPE) - based orientation course for high-risk college freshmen. Seventy-two students whose scores on an admission index equation fell below the regular admission level were randomly assigned to one of four sections of the orientation course. All but one of the students were African American. Two treatment sections used a DPE instructional model designed for the special needs of African-American students and aimed at promoting cognitive growth according to Perry's (1970) and Hunt's (1971) developmental schemes, as well as academic/social skill development and course satisfaction. Two control sections used standard lecture-style orientation format used in previous years to promote academic/social skill development. Results indicated that students in the treatment sections alone achieved significant increases in measures of cognitive development, study skills, and course satisfaction. The DPE model appears useful in assisting high-risk students in their transition to college.