Building Relationships Using a u d g e a o s ps Us g a Student-Centered Approach

2009 NACADA Annual Conference * Code 235

Julie O’Brien, Western Illinois UniversityNiall Hartnett, Western Illinois University

Advising Students in Academic Difficulty

Learn how to evoke positive feelings in students through:

RespectEncouragementAuthentic empathy

Foster the personal growth of students in their d i facademic performance

What Do Students Want From Advisors...

Carl Rogers “concluded the only thing anyone really needs is a good friend. Students

b bl d h b i h i d probably need a human being who is a good friend, good teacher, and good advisor who is willing to listen as a responsible person who willing to listen as a responsible person who provides an ear and a compass to assist in making informed decisions about academic ggoals.” (Wade, 2007)

Case Studies…

Scenario Role-plays for students in academic difficultyScenario Role plays for students in academic difficultyAdvise the students how you would normally in this situation:

CHARLIE – How would you approach this situation?y ppANNA – How would you help her?

Case Studies Follow Up

What techniques would you use to advise a student in this situation?Do you find yourself using respect, encouragement and empathy when you are faced with a student who h thi t f bl ?has this type of a problem?Do you ever find yourself judging why a student is in this type of situation?this type of situation?

Similar Approaches…

Reality Therapy – focuses initially on the relationship between client and therapist which fosters mutual positive regard and openness but then looks at

t l d l ti ti d d i iti control and solution generation grounded in cognitive restructuring principles.

Similar Approaches Continued…

Appreciative Advising – the intentional collaborative ti f ki iti d d ti th t practice of asking positive, open-ended questions that

help students optimize their educational experiences and achieve their dreams, goals, and potentialsand achieve their dreams, goals, and potentials

DiscoveryDreamDesignDestiny or Delivery

Carl Rogers Person-Centered Therapy

Theme – Client’s ability to move forward in a constructive manner if conditions fostering growth are presentViews people as capable and autonomous with the ability to resolve their difficulties, realize their potential and change their lives in positive ways

Principles…

Congruence – authenticity of advisor – be genuine (appropriate self-disclosure is necessary), do not “ ”“act”Unconditional Positive Regard – Accept the student as h / h i ith t j d t di l lhe/she is without judgment, disapproval or approvalAccurate Empathetic Understanding – See the student’s point of view and understand the meaning student s point of view and understand the meaning and feeling of what he/she is experiencing

Goals of a Student Centered Approach…

F t i d d f th t d t Focus on greater independence of the student –trust in themselvesHelp the student become the agent for Help the student become the agent for self-change – openness of experience – they make the decisionsthe decisionsHelp the student self-assess his/her behavior –internal sources of evaluation – looking inwardinternal sources of evaluation looking inwardFocus on the growth, not the problems – willingness to continue growing – seeking out information or to continue growing seeking out information or talking to their advisor

Theory to Practice…

Advisors must be present and accessible and “real” with the studentsAdvisors must have an attitude of general caring, respect, acceptance, and understanding

h l t d t l d f– help students loosen defensesIncongruence can occur between a student’s self perception and his/her experience in self perception and his/her experience in reality

How to put this Theory to Practice…

CongruenceCongruenceAdvisor points out how both the advisor and the student have been similarly affected by such issues at some y ytime.

Unconditional Positive RegardBody LanguageSpeaking Style

A t E th ti U d t diAccurate Empathetic UnderstandingRephrase the words of the student and repeat them back to him or her.

Simulation Video…

Simulation Follow Up

Congruence is a key principle of this approach. Do you think this a technique that you can employ comfortably?comfortably?What if anything might get in your way either with the student or yourself in establishing a relationship the student or yourself in establishing a relationship where respect, encouragement and authentic empathy are present?pDo you think that advisors have the ability to foster these relationships with the amount of time they have with students?

Limitations…

The advisor has his/her own goal for the student –increased academic performance, support of the university mission and valuesThe advisor is not supposed to choose the goal for the studentThe student needs to come to this conclusion on his/her own

Limitations Continued…

N Di ti Ad i i A h?Non-Directive Advising Approach?Listen and ask questions first in a non-judgmental manner before tendering advice. before tendering advice. Re-state issues or questions emphasizing main concerns to validate the student’s perspective. Validate the university policies and their function in supporting the student’s progress with the advisor as their representative representative. Devise a course of action based on common valid ground. Thus the advisor can still be in control of the session with a structured approach, yet not be authoritative or adversarial to the student.

Limitations Continued…

Advisors need to invest in the process – have to show genuineness without appearing fakeAdvisors may find it hard to self-disclose

Have one or two anecdotes that you use repeatedly and th t f l f t bl h ithat you feel comfortable sharing

Advisors MUST remember that students are unique individuals and must be treated as such Each individuals and must be treated as such. Each situation is different. The student should feel valued.

Advantages…

Academic advisors, regularly see students to help Academic advisors, regularly see students to help them pick classes and learn about requirements. Person centered therapy techniques can be used to aid students in the initial process helping them feel comfortable and connected.With counseling, a student must be the one to seek out therapy after feeling helpless or powerless or an i bilit t k d i i M d ’t t t k inability to make decisions. Many don’t want to seek that help. This is why an advisor who utilizes these techniques can really aid a student in a subtle techniques can really aid a student in a subtle manner and then refer them if needed .*

Direction…Moving Forward

Moving towards Student-Centered AdvisingAdvising can no longer be just passing on Advising can no longer be just passing on information and advice.Help students with the development of attitudes, p p ,skills, and behaviors as a learner, decision maker and community participant.Melander (2002) describes functions of the expanded role of the student centered advisor.

Using this Approach We Can….

E bli h d i l i hi i h h Establish and sustain a relationship with each student— help inspire, motivate, and guide advisees as they enter the university; identify adv sees as ey e e e u ve s y; de y learning and development goals and plansManage that relationship—keep rosters, send out announcements and reminders, and request appointmentsPass on and point to sources of information about Pass on and point to sources of information about programs, courses, careers, and extracurricular activities

Using this Approach We Can….

M it d id f db k t t d tMonitor and provide feedback to studentsregarding academic plans or results of past performances – unconditional positive regardConduct one-on-one chat sessions with individual advisees or use a social networking site such as Facebook – congruence and accurate empathetic Facebook congruence and accurate empathetic understandingReceive and respond to advisee requests –students can self evaluate what they needstudents can self-evaluate what they needConduct surveys and analyses to assess effectiveness of advising policies and practices. g p pUse the results of evaluations given by students.

Questions/Discussion…

Do you see yourself utilizing these kinds of strategies without even realizing it?strategies without even realizing it?Is Affective Advising a realistic approach or too good to be true?too good to be true?Any questions?!

Resources…

Appreciative Advising (n d ) How Can You Empower Your Students to Optimize Appreciative Advising. (n.d.). How Can You Empower Your Students to Optimize Their Educational Opportunities? Retrieved August 13, 2009, from http://www.appreciativeadvising.net/

Bloom J L & Martin N A (2002 A g st 29) Incorporating appreciati e Bloom, J.L. & Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal. Retrieved August 13, 2009, from http://www psu edu/dus/mentor/020829jb htmhttp://www.psu.edu/dus/mentor/020829jb.htm

Center for Excellence in Academic Advising. (2008, September 23). Active listening skills. Retrieved August 11, 2009, from The Pennsylvania State University Web site: http://www psu edu/dus/cfe/actvlstn htmUniversity Web site: http://www.psu.edu/dus/cfe/actvlstn.htm

Corey, G. (2005). Theory and practice of counseling and psychotherapy. California: Thomson Brooks/Cole.

Resources Continued…

Faculty Advisor Handbook (n d ) A student centered approach to advising Faculty Advisor Handbook. (n.d.). A student-centered approach to advising. Retrieved January 20, 2009, from Edgecombe Community College Web site: http://www.edgecombe.edu/ECC DOCS/handbooks/advisor/Body.htmhttp://www.edgecombe.edu/ECC_DOCS/handbooks/advisor/Body.htm

Glasser, W. (1975). Reality therapy: A new approach to psychiatry (2nd ed.). New York: HarperCollins.

G di P T (2007 S t b 18) P t d th t d Gondim, P. T. (2007, September 18). Person-centred therapy - concepts and techniques. Retrieved September 23, 2009, from http://ezinearticles.com/?Person-Centred-Therapy---Concepts-and-Techniques&id=737482Techniques&id=737482

Melander, E.R. (2002, November 27). The meaning of “student-centered” advising: Challenges to the advising learning community. The Mentor: An Academic Advising Journal Retrieved January 20 2009 from Academic Advising Journal. Retrieved January 20, 2009, from http://www.psu.edu/dus/mentor/021127em.htm

Resources Continued…

Newcomb J (2009 May 6) A Rogerian approach to academic advising: Newcomb, J. (2009, May 6). A Rogerian approach to academic advising: Building common ground between advisers and students when conflict exists. The Mentor: An Academic Advising Journal. Retrieved August 13, 2009, from http://www.psu.edu/dus/mentor/090506jn.htm2009, from http://www.psu.edu/dus/mentor/090506jn.htm

Rogers, C. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95-103.

U I f d Ad i i G t ( d ) Ad i i t d t i d i diffi lt U Info and Advising Gateway. (n.d.). Advising students in academic difficulty. Retrieved January 22, 2009, from Massachusetts Institute of Technology Web Site: http://mit.edu/advising/academics/index.html

W d B K (1999 D b ) Wh d hi k d f d i ? Wade, B.K. (1999, December). What do you think students want from advisers? Is what they want sometimes at odds with what they need or with institutional goals? How do you think students define what a “good” adviser is or does? [Msg 2] Message posted to adviser is or does? [Msg 2]. Message posted to http://www.psu.edu/dus/mentor/foru9912.htm

Resources Continued…

Wikipedia (2009 July 27) Person centered therapy Retrieved August 13 Wikipedia. (2009, July 27). Person–centered therapy. Retrieved August 13, 2009, from http://en.wikipedia.org/wiki/Person-centered_psychotherapy#History_and_influences

Wikipedia (2009 J l 7) R lit th Retrie ed A g st 13 2009 Wikipedia. (2009, July 7). Reality therapy. Retrieved August 13, 2009, from http://en.wikipedia.org/wiki/Reality_therapy

Wikipedia. (2009, July 16). Unconditional positive regard. Retrieved August 13, 2009 f htt // iki di / iki/U diti l iti d2009, from http://en.wikipedia.org/wiki/Unconditional_positive_regard