The Journal of College and University Student Housing - Volume 45, No. 2 - 13

Conducting a Sanction Enhancement Group

Session 6
A. Each member writes an epitaph, a statement
of how he or she would like to be remembered
by others. Discuss the statements.
B. Discuss new involvements as revealed by the
logs. Discuss the relationship between these
involvements and how the group members
would like to be remembered by others.
C. Review why each person has been in the group
and have each member comment on how he
or she might have more positive involvement
with the university community in the future.
D. Each member appraises the group experience.

RESULTS AND DISCUSSION
Approximately one semester after the Sanction
Enhancement Group was pilot tested, the outcomes were judged to be positive. None of the
students had a disciplinary incident reported
after the group began. This suggests that the
group members had developed more positive involvement with their environment. The
members of the group examined their various
involvements with others and began to consider the relationships between their interpersonal involvements and the goals they hope to
achieve. Follow-up will be informal meetings
to discuss the more active and positive aspects
of the students' progress.
The use of a structured group process to
address student disciplinary problems in residence halls appears beneficial. As the sessions
progressed, the group members indicated that
they were becoming aware of making more
conscious decisions concerning the use of
their time and how their various involvements
reflected their needs and priorities.

about the purpose of the group. After the group
members began to feel comfortable with each
other and with the leaders, many indicated that
they had been expecting the leaders to lecture
them about their misbehavior. This was true
despite each member having received a description of the group's purpose during the individual screening and again in the initial group
session. This disclosure was significant for two
reasons. First, such candor indicated that a
level of trust had developed between the group
members and leaders. Second, the disclosure
indicated that the explanations of the purpose
of the group and how it would be conducted
needed to be made more believable. Believability could have been enhanced by focusing,
during the initial session, on a discussion of the
rationale for the group, distinguishing it from
punishment. By involving the group in such a
discussion, the leaders could have expedited the
members' "ownership" of the group's purpose
and facilitated the reduction of defensiveness.
Future groups will be conducted following
a similar format. Opportunity to participate in
the groups will be offered to more students, increasing the group size to eight or nine. With a
larger population to observe, the leaders will be
better able to determine the long-term effects
of such groups.

REFERENCES
Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of
College Student Personnel, 25, 297-308.

The leaders learned, after a few sessions,
how skeptical the group members had been
V O L U M E 4 5 , N O. 2 * 2 0 1 9

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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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