Creating a Safe Space for Academically Grieving Students Liz Freedman Indiana UniversityPurdue University Indianapolis About Me IUPUI Health and Life Sciences Advising Center PreNursing students ID: 737411
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When NOT to Parallel PlanCreating a Safe Space for Academically Grieving Students
Liz Freedman, Indiana University-Purdue University IndianapolisSlide2
About Me
IUPUI
Health and Life Sciences Advising Center
Pre-Nursing studentsVolunteered at Brooke’s Place for Grieving Children Slide3
Introduction to Academic Grief
Reasons we grieve
Academic dismissal
Program discontinuance
Application-based programsEvery grief journey is uniqueAnticipatory-grief Grief is hard work!Grieving students need TIMESlide4
The Stages of GriefSlide5
The Stages of GriefSlide6
The Stages of GriefSlide7
The Classic ConversationSlide8
Relevant Theories
Magolda’s
Theory of Self-Authorship
Dualistic at first CrossroadsMarcia’s Identity StatusesForeclosure
Identity achievement Slide9
The Four Brooke’s Place Tools
Reflective Listening (RL)
“I Wonder”
Questions (IW)
Metalevel Communication (MC)Rule Breaks (RB)Remember:Can be used in a 30 minute appointmentHelpful for every student, regardless of grief stage
Try using them in your personal life Slide10
Tool #1: Reflective Listening
Use with no agenda whatsoever
Validate the student’s feelings
Repeat exactly what the student saysDo not make assumptions or interpretations Get used to (and comfortable with) silence!
Example:Student: I don’t think I’ll get into Nursing. I have no idea what I’ll do.Advisor: You are not sure if you are competitive for Nursing, and if you aren’t admitted you don’t have a parallel plan. Is
that
right? (RL)Slide11
Tool #2: “I Wonder” Questions
Pose open-ended questions
Allow time for reflection
Non-threatening language The student decides if/how to respondContinue using reflective listening!
Examples:I wonder how it would feel if you weren’t admitted?I wonder if you’ve ever considered other careers?If we could find another major you are excited about and you could graduate on time, I wonder if you would be interested in exploring that option?Slide12
Tool #3: Metalevel Communication
Be transparent about competitiveness and
your
thoughtsBalance reality with encouragement May not be ready to parallel plan
Use statistics, GPA calculators, online resources they can reference later independently Be clear about what you can and cannot doExample:It sounds like you need time to adjust to possibly changing your major, and I respect that. However, I also want to help you prepare for fall classes, and for making a plan that will allow you to graduate on time. With that in mind, I wonder what would need to happen in order for you to be ready to talk about other majors? (MC, IW)Slide13
Tool #4: Rule Breaks
Follow campus police and counseling services protocol
Have you built relationships with them?
When the student and/or advisor are not safePhysically, mentally, emotionally, socially
This conversation can take many shapesFollow up!Slide14
Example: Rule Break
Advisor
: I hope this is ok, but I want to tell you some of the things I have observed during our appointment. You seem very tired and like you aren’t able to focus very well on our conversation. Do you notice that, too?
(MC)
Well, I am not really sleeping well right now.I wonder why that is? (IW)I’ve been really stressed about all of this, and since I am so tired it’s hard to get up and go to class.So the fact that you are unable to sleep has been affecting your performance in classes. (RL)
Yeah
.
I wonder if you have ever considered meeting with one of our mental health counselors? (IW,
RB
)
No…I
have never thought about that.Slide15
Practice!
Groups of 2-3
Advisor, student, and observer
Only speak if you are using one of the four tools!Prompt:A Pre-Nursing student you are meeting with for the first time found out yesterday that they were not admitted to Nursing.
Or, a student who:is not competitive for their majoris not competitive for a pre-professional program (i.e. medical school)has been academically dismissed Slide16
What else can we do?
Be
proactive about parallel planning
Social media: #parallelplanStudent success – and challenge – stories
Online assessmentsEvents and programmingSlide17
My Next Steps
NACADA Academic Advising Today article submission
Long-term research project
Interviews with 20-30 students who were not admitted to NursingNACADA Journal
“10 Things Pre-Nursing Students Want you to Know”Continue to address challenges (i.e. retention, graduating “on time”, etc.)Slide18
References
Brooke's Place for Grieving Children. (
n.d.
). Retrieved December 21, 2016, from http://www.brookesplace.org/Evans, N. J., Forney, D. S., Guido, F. M., Patton, L.D., & Renn, K. A. (2010). Psychosocial identity development.
Student development in college: Theory, research, and practice (52-54). San Francisco, CA: John Wiley & Sons, Inc. Hartwig, H., Sauer, B., (2014). Baxter Magolda’s Theory of Self-Authorship [PowerPoint slides]. Retrieved from https://
www.youtube.com/watch?v=jih5G9v_4Vw.
Health
and Life Sciences Advising Center. (
n.d.
). Retrieved January 26, 2017, from http://hls.iupui.edu/
Johnson, M., (2013).
Engaging emerging adults’ motivations: Student development at the college level [PowerPoint slides].
Retrieved from http://slideplayer.com/slide/10925140
/.
Kübler
-Ross
, E., & Kessler, D. (2005).
On grief and grieving: Finding the meaning of grief through the five stages of loss
. New York, NY: Scribner.
Reynolds
, M. M. (2004). Now what? Some thoughts on advising students in selective majors from a faculty member with no training as a counselor. Retrieved from
NACADA Clearinghouse of Academic Advising Resources
Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-students-for-selective-majors.aspx
Shaffer, L. S., &
Zalewski
, J. M. (2011). “It’s what I have always wanted to do.” Advising the Foreclosure Student.
NACADA Journal, 31(2)
, 73
.Slide19
Q, C, or C?Questions, comments, or concerns?