The Journal of College and University Student Housing - Volume 45, No. 2 - 11

INTRODUCTION
The Sanction Enhancement Group, pilot tested in the Division
of Housing at the University of Florida, was a structured group
experience for residence hall students. The group's experience
reflected a major goal of the judicial system within the Division
of Housing-education through redirecting behavior. The group
members were students whose violations of housing regulations
amounted to "good citizenship" problems, which comprise approximately 50% of this University's residence hall discipline
cases. Examples of good citizenship problems are excessive noise,
violations of visitation rules, or appropriation of common property such as chairs. These types of infractions reflect a degree
of disregard for the rights of others within the residential community and can, therefore, be construed as indicating a lack of
positive involvement with the residential environment. The group
experience was preferred over punishment because the latter was
judged likely to further reduce a student's positive involvement
with the environment.

The group
sessions focused
on increasing
the members'
awareness of how
and why they
had chosen the
negative behaviors
or involvement

THE GROUP

that had resulted

The group met for 6 one-hour sessions over a period of six weeks.
The group leaders were the Coordinator of Residential Judicial
Programs and a faculty member from the student personnel
program in the Counselor Education Department. Both had training and experience in working with student groups. The theoretical basis for the group experience was derived from Astin's (1984)
developmental theory of student involvement. The goal of the
group experience was to help the students develop more positive
involvement with their environment. The group sessions focused
on increasing the members' awareness of how and why they had
chosen the negative behaviors or involvement that had resulted
in disciplinary action and how this awareness might lead to more
positive involvement in the future.

in disciplinary
action and how
this awareness
might lead to
more positive
involvement in the
future.

Five students were in the pilot group. Each student was
screened before being admitted to the group. The screening consisted of a meeting with a faculty member in the Counselor Education Department. All of the students were interviewed for 20 to 30

V O L U M E 4 5 , N O. 2 * 2 0 1 9

11



The Journal of College and University Student Housing - Volume 45, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 2

Contents
The Journal of College and University Student Housing - Volume 45, No. 2 - Intro
The Journal of College and University Student Housing - Volume 45, No. 2 - Cover1
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The Journal of College and University Student Housing - Volume 45, No. 2 - Cover3
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