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also ~61i& OMO~ smiws mst fell vlder the larger &dent smice umbrella. To
ovammo eduwmml banks, suceessM mh&y Iludents wugM out and used
all availablecamps nsources (Padlla, el al., 1987). Cons(rained by rosounxs.
hrel limits and Msize. Aborieirml student wnlm6 ant cJ!s4lsnged when
atlempliw to offer all the servicg Aboriginal rMants ssek. Thmfom, wrkii
in prtmtip wilh tXher service providers oncamps and *in their Iced
mmunitiss. Centma am able to mad IM nee& of thsir st~&nts. Aboriginal
univemily students who pawpled in this study shad Mat they had past
arpsriarcewiththereohersarvicaspwiden. ~wasimpoRantinLermrof
referrals and shaing of rasourwa a( (he service pmvision level. Howcwer. I is
d l mat Fa Nation centres maintain essmtial services that Abmiginal
rtude~s wld m receivc fmm (he main-m ahKlent mvia centres.
Ceunsalii issues, both personal pnd caw, wen impatant rwmicas to
(he students, in hmn ofsludanS UM of these mieea and in their ranking of
(he top three services. Regionally. Watam and Cantral sludents m o d $ss
like lo usa pasonal munselling wwics, but sMI tanked among meir lop three
arwicg. The pr&3panla Imm the Earta region indiwled a ma of~~llseling
sewices abo ranked counsdliyl as one oftheir top m-ces (13% and 14%
wvcly) (see TaM 26). Beb 6 Fmerald'a (IBBS) M y emphasized the
impor(na, of career munwling; hdrwork was further s uwW by this study's
Wings. The d i i ofthe Abaginal gudsnt popu~atan, s4dO.emomic
slaw, educatm, heaiih ism and adhem to me's wlhn, and language