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This article presents an annotated bibliography of recent research related to academic advising. It includes research papers that focus on advising and a special section of the "Journal of Career Development" that is devoted to multicultural graduate advising relationships.

A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor's interpersonal skills and style than advising approach.

An introduction is presented in which the editor discuss articles in the issue on topics including supporting diverse student groups, addressing cultural mismatches in advising, and mitigating advisor burnout during the COVID-19 pandemic.

This document is an editorial from the NACADA Journal, highlighting the importance of academic advising. It contains five articles that explore advising different student populations, including international students and Hmong college students. The articles emphasize the impact of academic validation and the potential harm of invalidating advising experiences. Additionally, there is a study on how students navigated institutional resources during the COVID-19 pandemic, with a focus on equity in resource use. The editorial also includes a quantitative study on the relationship between student-advisor meetings and success metrics in community college students. Lastly, there is an article on the mental health of academic advisors, highlighting the need for institutions to support and value their advisors. The editorial encourages readers to contribute to research and scholarship in academic advising. [Extracted from the article]

This study investigated the generalizability of the Global Assessment of Relational Functioning (GARF) Scale. Found in an appendix of the Diagnostic and Statistical Manual of Mental Disorders under 'Criteria Sets for Axes Provided for Future Study, 'the GARF Scale provides a global rating of a relational unit (family or couple). Thirty-two raters assigned GARF ratings to five relational units. Generalizability analyses indicate extremely high dependability of GARF scores across raters. Higher generalizability coefficients were found for raters who had formal education in family systems theory. Overall, these results are an encouraging step towards adopting the GARF for widespread use.

The present study explores individuals' desires for social distance from violent versus non-violent offenders and investigates whether disclosure of the offender's therapy completion influences this desire for distance. The study also investigates relationships between participants' desires for social distance and their perceptions of therapy effectiveness with offenders. Using a 2 × 2 factorial design, 150 undergraduate participants completed measures of social distance and perceived offender therapy effectiveness. Overall, respondents indicated higher desires for social distance from offenders convicted of violent versus non-violent crimes. Respondents also reported lower desire for social distance when the offenders reported completing therapy, even when their perception of therapy effectiveness was low. The results of this study have implications for treatment development. Results attest to the value of preparing incarcerated offenders with an accurate expectation of levels and patterns of stigma to be faced upon release and also speak to the value of disclosing treatment completion, especially in the context of healthy interpersonal relationship development and maintenance. [ABSTRACT FROM AUTHOR]

A list of annotated bibliography of recent research related to academic advising including "Transitioning Into a Major: The Effectiveness of An Academic Intervention Course," by J. Almaraz, J. Bassett, and O. Sawyer, "Interpreted Writing Center Tutorials With College-Level Deaf Students,' by R. D. Babcock and "Effectiveness of an Online Graduate Preparation Program," by B. Brucato and G. J. Neimeyer.