a mountain to climb: strategies for working with probationary students robert pettay, phd judy...
TRANSCRIPT
A Mountain to Climb:Strategies for Working with
Probationary StudentsRobert Pettay, PhDJudy Hughey, PhD
Kansas State UniversityNACADA, 2011
Code 170
Objectives for session-Discuss the probationary student-Discuss concept and use of Motivational Interviewing- Discuss approaches for working with probationary students
The one at the top of the mountain did not fall there.
Advisors are typically in the best position to assist students in making quality academic decisions
Student RetentionIn 2009, the national average for persistence to degree completion within 6 years at four-year public colleges was 48.6% (ACT Inc., 2009)
Reports show that half of college students entering will not complete their degree within 5 years (Wingspread Group, 1993)
Noel-Levitz surveyed institutions of higher education and found an increase in attention given to retention planning (Noel-Levitz, Inc., 2009)
University Business (2006) suggested that it costs $516 for a four-year public institution to recruit one individual student
With an average attrition rate of 41% from first to second year of college (ACT, 2007), and issues with student academic readiness for college (Sax, 2003), there is a need to focus on new approaches and techniques to help students adapt better academic behaviors.
Two of every five students enrolling in 4-year institutions immediately following high school fail to earn bachelors degrees; one in four leave before beginning their sophomore year (Napoli, 1996).
The primary institutional resource available to help students on academic probation is the academic advisor
Prescriptive advising authoritarian relationship in which the advisor makes a “diagnosis”, prescribes a specific treatment for the student, and the student follows the prescriptive regimen-course selection-degree requirements-registration (Crookston, 1972)
Developmental Advisingshared responsibility between the student and advisor that promotes initiative and growth in the student. The advisor directs the student to proper resources, facilitating independence, decision-making, and problem-solving(Crookston, 1972)
Intrusive advising (Earl, 1988)
Intrusive advising is “deliberate intervention to enhance student motivation” (p. 27)
Intrusive advising is characterized by a high frequency of contact between the advisor and student and the role of the advisor reaching beyond providing policy and procedural information (Gehrke & Wong, 2007)
Intrusive Advising Strategies-Provide accurate, accessible, consistent -information regarding progress-Develop coping skills for problem solving-Emphasis on career advising-Quality student-faculty advising experiences
Heisserer & Parette (2002)
In an intrusive relationship, an advisor personally reaches out to students, meets with them, helps them identify the issues and situations contributing to their academic difficulty, helps them set short and long term goals, guides them through the development of a plan to accomplish their goals which include advisor-student follow-up. Through the interactions brought on by intrusive advising the student’s relationship with the advisor, institution and self grows” (Higgins, 2003).
The Probationary Student
College students in poor academic standing may be placed on academic probation by school administrators or performance committees. Once a student is placed on academic probation, scholarly progress must be made within a specific time period. Academic expulsion is the likely consequence if performances continue to be unsatisfactory.
Major factors contributing to academic difficulty-Peer culture - Personal motivation
-Academic major - Organization
-College environment - Study habits
-Faculty contact - Quality of effort
-Work - Self-efficacy
-Career Choice - Perceived control
Pascarelli & Terenzini (1991)
Probationary Student Indicators
Poor Study SkillsDifficulty in completing assignmentsLack of self-confidence in abilitiesPlace great importance on work
Heisserer & Parette (2002)
Gehrke and Wong (2007) found the reasons students fall on academic probation to be-Difficulty in balancing class and work-Insufficient financial aid-Inadequate student-faculty contact-Not being prepared for college academics-Need for better time-management skills-Majoring in a subject that is not enjoyable-Dealing with serious family or other nonacademic issue
Student judgment mistakes-Enrolling in too many classes
-Not repeating classes that previously earned a D or F
-Missing deadlines for dropping classes
-Taking classes without the appropriate prerequisites
-Taking courses solely based on a friend’s recommendation
-Not acknowledging their learning styles
-Waiting too long to connect with academic resources
(Gehrke & Wong, 2007)
8 factors essential for success at college•Responsibility versus control
•Competition
•Task precision
•Expectations
•Wellness
•Time Management
•College involvement
•Family involvement
•Halberg, Halberg, & Sauer (2003)
Motivational Interviewing ConceptA ‘directive, client-centered, counseling style for eliciting behavior change by helping clients explore and resolve ambivalence’
(Miller & Rollnick, 1991)
Helping clients recognize and do something about their current or potential problems, but MI is client focused
Implicit theory of Motivational Interviewing
MI will increase client change talk
MI will diminish client resistance
The extent to which the clients defend the status quo will be inversely related to behavior change
The extent to which the clients verbally argue for behavior change will be directly related to behavior change
Motivational Interviewing has been used extensively and shown efficacy in working with addictive behaviors (Dunn, DeRoo, & Rivera, 2001), and has also been used in changing health behaviors such as physical activity (Hecht et al., 2005), diet (Burke, Arkowitz, and Menchola, 2003), and working with adolescents dealing with obesity (Carels et al., 2007)
Four general principles of Motivational Interviewing
1- Express empathy and active listening : use open-ended questions, assess readiness to change
2- Develop discrepancy : allow clients to provide arguments for change, use affirmation, transitional summary, and key questions
3- Roll with resistance : avoid arguing for change, use reflective listening, information, and advice
4- Support self-efficacy : work on belief for change, use summaries and work on negotiating a change plan.
For change to occur (RAW)Client must be : •ReadyA matter of priorities•AbleConfidence for change•WillingRecognize the importance of change
AmbivalenceThe issue of has to be dealt withI want to, but I don’t want to
One approach - Using a decisional balance sheetBenefits and costs of status quoBenefits and cost of change
Motivational Interviewing principles
•CollaborationProduce an atmosphere conducive to change•EvocationDrawing out client’s motivation for change•AutonomyClient has right and capacity for self-direction
Change RulersHow important would you say it is for you to get off academic probation?
And how confident would you say you are, that if you decided to get off academic probation, you could do it?
0 not at all important-10 extremely important
Open Questions to evoke Change TalkDisadvantages of Status Quo
- What makes you think that you need to do something about your academic performance? - In what ways does this concern you? - How has this stopped you from doing what you want to do in life? - What do you think will happen if you don’t change anything?
Advantages of Change
- How would you like for things to be different? - What would be the good things about doing better academically? - What would you like your life to be like 5 years from now? - What would be the advantages of making this change
Open Questions to evoke Change TalkOptimism about Change
- What makes you think that if you did decide to change that you could do it? - What encourages you that you can change if you want to? - What do you think would work for you if you decide to change? - Who could offer you helpful support in making this change?
Intention to Change
- What are you thinking about your academic performance at this point? - What do you think you might do? - What would you be willing to try? - Never mind the “how” for right now- what do you want to have happen? - So what do you intend to do?
Be a reflective listener
Talk less than your client doesOffer 2 or 3 reflections for every question you askAsk twice as many open-ended questions as closed questionsMore than half of reflections should be deeper, more complex reflections
Signs of Readiness for Change
-Decreased resistance
-Decreased discussion about the problem
-Resolve
-Change talk
-Questions about change
-Envisioning
-Experimenting
Transtheoretical model- Stages of Change
One issue that impacts the process is the where the client is in the change process.
Transtheoretical model of intentional behavior change (DiClemente & Prochaska, 1985)
Change is viewed as a progression
Transtheoretical model- Stages of Change
•Precontemplation : behavior is not a problem, not considering change
•Contemplation : acknowledge possibility of need for change
•Preparation : making a decision to change
•Action : implementing a plan for change
•Maintenance : comfortable with change
Where does student begin and where do they choose to go?
Match the statement with the Stage of Change the student is currently in
Statement Stage of ChangeI am ready to make a plan to do better in schoolMy parents are on my back. I need to do better in school, but it is too hard. Besides other people have problems in school too.I have been doing better in school and my grades the first semester were above averageI really want to go out with my friends and party, but I am finding out that when I do this, my grades sufferChanging my study habits has turned out to be one of the best things I have ever done. I would not have believed this a few months ago
Clients Stage of Change Motivational Strategies for Advisors
Precontemplation Stage
The student is not yet considering change or is unwilling or unable to change
Processes of Change
Consciousness raising : increasing awareness about the effect of the students behavior on themselves and others
Emotional arousal
Emotional experiences that the client has leading to thinking about changing current behaviors
Establish rapport, ask permission, build trust
Raise doubts or concerns in student about behavior by
• exploring meaning of events that brought client to probation
•Elicit students perception of the problem
•Exploring pros and cons of behavior
•Examining discrepancies between students and other’s perception of behavior
•Expressing concern and keeping the door open
Clients Stage of Change Motivational Strategies for Advisors
Contemplation Stage
The student acknowledges concerns and considers the possibility of change
Environmental reevaluation looking at and reacting to the student’s experiences as they relate to behavior
Social liberation
Identifying and utilizing the supports the institution offers to change behavior
Helping relationships establishing supportive relationships while changing student’s behaviors
Normalize ambivalence
Help the student tip the decisional balance scales
toward change by
• Eliciting and weighing the pros and cons of behavior
• Examining the student’s personal values in relation to change
• Emphasizing the students free choice, responsibility, and self-efficacy for change
• Eliciting self-motivational statements of intent and commitment from the student
• Summarizing self-motivational statements
Clients Stage of Change Motivational Strategies for Advisors
Preparation Stage
The student is committed to and planning to make a change in the near future (1 month)
Process of Change
Self-Liberation experiencing hope and confidence in one’s ability to address behavior
Social liberation identifying and utilizing societal support
Helping relationships establishing supportive relationships while changing behaviors
Clarify student’s goals and strategies for change
Offer menu of options for change
With permission, offer expertise and advice
Negotiate a change plan
Consider and lower barriers to change
Help enlist social support
Explore expectancies
Elicit strategies that have worked for student in the past
Have the student publicly announce plans to change
Clients Stage of Change Motivational Strategies for Advisors
Action stage
The student is actively taking steps to change but has not yet reached a stable state
Process of Change
Counterconditioning creating options beside current behavior
Reinforcement management
Celebrating self for changing
Stimulus control managing urges and triggers for behavior
Social liberation identifying and utilizing supports system
Encourage student to maintain behavior and reinforce importance
Support a realistic view of change
Acknowledge difficulties for the student in early stages of change
Help the student identify high-risk situations
Assist the student in finding new reinforcers of positive change
Help the student assess support strength
The Laundry list of possible areas of behavioral focus for the probationary student•Time-management•Health behaviors•Study skills•Classroom involvement•Utilization of campus resources•Social interactions•Career exploration•?????
“The only way to discover the limits of the possible is to go beyond them into the impossible.“ ~ Arthur C. Clarke's Second Law ~
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