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Fm TaMe 15, evidence is pmvided to tilustrate that a large role for the<br />

~bo@ka sbldsrd ssrvicer porsrriond was being a studam sdvaate, wh~her<br />

I was fw more manci6i ww, &ling with racism or handling haging w<br />

academic irwas. Ctisis management was another major responsibility of lhe<br />

pmleaional, sspkially dealing with mdMmi' penonel issues (e.g.. dng abuse.<br />

suicide, death in family). Counsslling skills or 111 &st acmss to lhe mrces to<br />

provide referrals wm anomer impoc(ant aspect of AhiginaI studat -s.<br />

Based upon their own expe&mss and pdnt-of-view, participating pmfessionab<br />

wemaskedtoidenfifythetop5~msofatudents.<br />

Table (6 provides the ranking ofthe top I% mneema of Aboriginal<br />

stud& as perceived by student -Nice prolelrsionals. Approximately nineteen<br />

percent (N.24) dlhe student servioe professionals who fespnded to this<br />

quesiian saw finances baing the mwt impartant arncem to shldems. Academic<br />

pmpanrtion Eame a ckm saeond WNI 18%. Thirlaen parumt idaMW distance<br />

tmm family; racism and finding ail& accommodms both received 12%; and<br />

themh top mn~~m as mived by 11.3% oflhe pofessnruls was lowliness.

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