Getting Them to Say It Encouraging Pre-Health Students to Develop - PowerPoint Presentation

Slide1

Getting Them to Say It

Encouraging Pre-Health Students to Develop

Realistic Expectations

Julie R. Nelson, Kate Karacay and Emily Brunner

Academic Advising Center

The University of IowaSlide2

For Today

Counseling and Advising

How Counseling Theories Inform Advising

Intentional Advising InterventionsSlide3

Counseling and Advising

The Same, But DifferentSlide4

Counseling and Advising

ON THE ONE HAND

Advising is NOT Counseling

Different Purpose

Ethical Practice

ON THE OTHER HAND

Advisors are First to Know

Advising as Problem Solving

Affective Nature of Advising

See Crookston, B. B. (1972). A developmental view of academic advising as teaching.

Journal of College Student Personnel, 13,

12-17.Slide5

Four Main Benefits

Counseling:

Teaches Problem Solving

Encourages Communication

Values Process Orientation

Provides ContextSlide6

Competitive Majors—Unique Student Population

Pre-Health Challenges

No Guarantee

Highly Competitive

Few Second Chances

Advising Priorities, Student Realities

Beginning Well = Accurate AssessmentSlide7

What to Assess?

Problem-Solving Ability and Coping

Skills

Ask Yourself, Notice:

Is this a Problem-Focused Problem?

Is this an Emotion-Focused Problem?

D'Zurilla, Nezu, & Maydeu-Olivares, 2002; Dobson, 2010; Cormier & Nurius, 2003.Slide8

Problem-Focused Problem

Problem is Solvable

Problem

i

s a Challenge (apart from self)

Problems can be Successfully Resolved

Problems Take Time (and that is okay)

D'Zurilla, Nezu, & Maydeu-Olivares, 2002; Dobson, 2010; Cormier & Nurius, 2003.Slide9

Problem-Solving Skills

Problem Definition

Ability to Generate Alternative Solutions

Making Decisions

Solution Implementation is Realistic

D'Zurilla, Nezu, & Maydeu-Olivares, 2002; Dobson, 2010; Cormier & Nurius, 2003.Slide10

Emotion-Focused Problem

Student Mindset:

Problems Threaten Well Being or Identity

Create Doubt about Ability to Succeed

Have Low Tolerance for Uncertainty

Problems Take Time (and that is not okay)

D'Zurilla, Nezu, & Maydeu-Olivares, 2002; Dobson, 2010; Cormier & Nurius, 2003.Slide11

Emotion-Focused Problem

Situation or problem is not

changeable

Focus

on student’s

reaction

Advising

support = helping student cope + helping student respond more effectively

D'Zurilla, Nezu, & Maydeu-Olivares, 2002; Dobson, 2010; Cormier & Nurius, 2003.Slide12

What to Ask…

“How

did it

feel?”

[Affective]

“What

did you tell

yourself?”

[Cognitive]“What were you doing?” [Behavioral]“Who supported you?” [Relational]Describe where

you were. [Contextual]

Cormier & Nurius, 2003.Slide13

How Counseling Theories Inform Advising

A Light by Which to SeeSlide14

Two Theories

Grief and Loss

Transtheoretical Model of ChangeSlide15

Theories on Grief

Elizabeth Kubler-Ross

J. William Worden

Kubler-Ross (1969); Worden (2009).Slide16

Kubler-Ross Stages

Denial

Anger

Bargaining

Depression

Acceptance

Kubler-Ross (1969).Slide17

Worden’s Four Tasks

Accept the Reality of the Loss

Process the Pain of Grief

Adjust to a World Without the Deceased

Find an Enduring Connection to the Deceased in the Midst of New Life

Worden (2009).Slide18

Grief in Pre-Health Advising

Loss of Identity—Personal & Social

Things Are Not What They SeemSlide19

Responding to Loss

Making Room for Grieving

Normalizing Uncertainty

Acknowledging Embarrassment

Building Network of SupportSlide20

TranstheoreticalModel of Change

Prochaska

& DiClemente (1982)

Five Stages of Change

Resolving Feelings of Ambiguity

See Prochaska, J. O. & DiClemente, C. C. (1982) Transtheoretical therapy: Toward a more integrative model of change. Psychotherapy: Theory, Research, Practice, 19, 276-88.Slide21

See Prochaska, J. O. & DiClemente, C. C. (1982) Transtheoretical therapy: Toward a more integrative model of change. Psychotherapy: Theory, Research, Practice, 19, 276-88.Slide22

Motivational Interviewing

Motivational Interviewing Aims to Stimulate Intrinsic Motivation to Change by Exploring and Resolving Ambivalence.

Effective with Advisees Who Contemplate Change but Feel Hindered by Uncertainty.

Miller, W. R. & Rollnick, S. (2013). Motivational interviewing: Helping people change. 3rd Ed. New York: Guilford.Slide23

Position on Change

How Does the Student Feel about Change?

Would the Student Give You Permission to Explore Options?Slide24

Resistance in MI

Ambivalence Hinders Adaptive

Behavior

Resistance Likely w/ Loss of Freedom or Choice

Resistance

is a Product of

Interaction

Resistance

is a Barrier to Change TalkAdvisor Allows ResistanceReduce Resistance to Avoid Rupture w/ Advisee

Moyers, T. B. & Rollnick, S. (2002). A motivational interviewing perspective on resistance in psychotherapy. JCLP/In Session: Psychotherapy in Practice, Vol. 58(2), 185-193.Slide25

With MI:

Establish a Relationship

Set an Agenda

Determine Multiple Behaviors in Need of Change

Student Decides on Single Behavior to Change

Importance + Confidence + Readiness Scaling

Explore Importance/Build Confidence

See Miller, W. R. & Rollnick, S. (1991). Motivational interviewing: Preparing people to change addictive behaviors. New York: Guilford. See also Rollnick, S., Mason, P., & Butler, C. (1999). Health behavior change: A guide for practitioners. London: Churchill Livingstone.Slide26

Intentional Advising Interventions

Getting Them to Say ItSlide27

“Life can only be understood backward,but it must be lived forward.”

-Soren KierkegaardSlide28

Getting Started

Beginning the Advising Relationship with Acknowledgement of Challenges

Frontloading Information without Overwhelming Students

Reflecting in Real Time: Advising as CollaborationSlide29

What to Say…

Getting the Conversation Started

Using Open-Ended Questions

Helping Students Develop Insight

Empowering Students to Change

Cormier & Nurius, 2003.Slide30

Thank You!Slide31

Questions?