Building
u d g Relationships
e a o s ps Using
Us g a
Student-Centered Approach
2009 NACADA Annual Conference * Code 235
Julie O’Brien, Western Illinois University
Niall Hartnett, Western Illinois University
Advising Students in Academic Difficulty
Learn how to evoke positive feelings in students
through:
† Respect
† Encouragement
† Authentic
empathy
Foster the personal growth of students in their
academic
d i performance
f
What Do Students Want From Advisors...
Carl Rogers “concluded the only thing anyone
really needs is a good friend. Students
probably
b bl need
d a human
h
being
b i who
h is
i a good
d
friend, good teacher, and good advisor who is
willing to listen as a responsible person who
provides an ear and a compass to assist in
making
g informed decisions about academic
goals.” (Wade, 2007)
Case Studies…
Scenario Role
Role-plays
plays for students in academic difficulty
Advise the students how you would normally in this
situation:
† CHARLIE
– How would y
you approach
pp
this situation?
† ANNA – 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 this
has
thi ttype off a problem?
bl ?
Do you ever find yourself judging why a student is in
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
control
t l and
d solution
l ti generation
ti grounded
d d in
i cognitive
iti
restructuring principles.
Similar Approaches Continued…
Appreciative Advising – the intentional collaborative
practice
ti off asking
ki positive,
iti open-ended
d d questions
ti
th
thatt
help students optimize their educational experiences
and achieve their dreams, goals, and potentials
† Discovery
† Dream
† Design
† Destiny
or Delivery
Carl Rogers Person-Centered Therapy
Theme – Client’s ability to move forward in a
constructive manner if conditions fostering
growth are present
Views 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 is
he/she
i without
ith t judgment,
j d
t disapproval
di
l or approvall
Accurate Empathetic Understanding – See the
student’ss point of view and understand the meaning
student
and feeling of what he/she is experiencing
Goals of a Student Centered Approach…
FFocus on greater
t independence
i d
d
off the
th student
t d t–
trust in themselves
Help the student become the agent for
self-change – openness of experience – they make
the decisions
Help the student self-assess his/her behavior –
internal sources of evaluation – looking inward
Focus on the growth, not the problems – willingness
to continue growing – seeking out information or
talking to their advisor
Theory to Practice…
Advisors must be present and accessible and
“real” with the students
Advisors must have an attitude of general
caring, respect, acceptance, and understanding
– help
h l students
t d t loosen
l
d
defenses
f
Incongruence can occur between a student’s
self perception and his/her experience in
reality
How to put this Theory to Practice…
Congruence
† Advisor
points out how both the advisor and the student
have been similarly
y affected by
y such issues at some
time.
Unconditional Positive Regard
† Body
Language
† Speaking Style
A
Accurate
t Empathetic
E
th ti Understanding
U d t di
† Rephrase
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?
What if anything might get in your way either with
the student or yourself in establishing a relationship
where respect, encouragement and authentic empathy
are present?
p
Do 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 values
The advisor is not supposed to choose the goal for the
student
The student needs to come to this conclusion on his/her
own
Limitations Continued…
N Di ti Ad
Non-Directive
Advising
ii A
Approach?
h?
Listen and ask questions first in a non-judgmental manner
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 fake
Advisors may find it hard to self-disclose
†
Have one or two anecdotes that you use repeatedly and
th t you ffeell comfortable
that
f t bl sharing
h i
Advisors MUST remember that students are unique
individuals and must be treated as such
such. Each
situation is different. The student should feel valued.
Advantages…
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 to
inability
t make
k decisions.
d ii
Many
M
don’t
d ’t wantt to
t seekk
that help. This is why an advisor who utilizes these
techniques can really aid a student in a subtle
manner and then refer them if needed .*
Direction…Moving Forward
Moving towards Student-Centered Advising
† Advising
can no longer be just passing on
information and advice.
† Help
p students with the development
p
of attitudes,,
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….
EEstablish
bli h and
d sustain
i a relationship
l i hi with
i h each
h
student— help inspire, motivate, and guide
advisees
adv
sees as they
ey eenter
e the
e uuniversity;
ve s y; identify
de y
learning and development goals and plans
Manage that relationship—keep rosters, send out
announcements and reminders, and request
appointments
Pass on and point to sources of information about
programs, courses, careers, and extracurricular
activities
Using this Approach We Can….
Monitor
M
it and
d provide
id feedback
f db k to
t students
t d t
regarding academic plans or results of past
performances – unconditional positive regard
Conduct one-on-one chat sessions with individual
advisees or use a social networking site such as
Facebook – congruence and accurate empathetic
understanding
Receive and respond to advisee requests –
students can self-evaluate
self evaluate what they need
Conduct surveys and analyses to assess
effectiveness of advising
g policies
p
and practices.
p
Use the results of evaluations given by students.
Questions/Discussion…
Do you see yourself utilizing these kinds of
strategies without even realizing it?
Is Affective Advising a realistic approach or
too good to be true?
Any questions?!
Resources…
Appreciative Advising
Advising. (n
(n.d.).
d ) How Can You Empower Your Students to Optimize
Their Educational Opportunities? Retrieved August 13, 2009, from
http://www.appreciativeadvising.net/
Bloom, JJ.L.
Bloom
L & Martin
Martin, N
N.A.
A (2002
(2002, A
August
g st 29).
29) Incorporating appreciative
appreciati e
inquiry into academic advising. The Mentor: An Academic Advising
Journal. Retrieved August 13, 2009, from
http://www psu edu/dus/mentor/020829jb htm
http://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.htm
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
Handbook. (n.d.).
(n d ) A student-centered
student centered approach to advising.
advising
Retrieved January 20, 2009, from Edgecombe Community College Web
site:
http://www.edgecombe.edu/ECC DOCS/handbooks/advisor/Body.htm
http://www.edgecombe.edu/ECC_DOCS/handbooks/advisor/Body.htm
Glasser, W. (1975). Reality therapy: A new approach to psychiatry (2nd ed.).
New York: HarperCollins.
Gondim,
G
di PP. TT. (2007
(2007, September
S t b 18).
18) Person-centred
P
t d therapy
th
- concepts
t andd
techniques. Retrieved September 23, 2009, from
http://ezinearticles.com/?Person-Centred-Therapy---Concepts-andTechniques&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.
Journal Retrieved January 20,
20 2009,
2009 from
http://www.psu.edu/dus/mentor/021127em.htm
Resources Continued…
Newcomb, J.
Newcomb
J (2009
(2009, May 6)
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.htm
Rogers, C. (1957). The necessary and sufficient conditions of therapeutic
personality change. Journal of Consulting Psychology, 21, 95-103.
U Info
I f and
d Advising
Ad i i Gateway.
G t
(n.d.).
( d ) Advising
Ad i i students
t d t in
i academic
d i difficulty.
diffi lt
Retrieved January 22, 2009, from Massachusetts Institute of Technology
Web Site: http://mit.edu/advising/academics/index.html
Wade,
W
d B.K.
B K (1999
(1999, D
December).
b ) What
Wh do
d you think
hi k students
d
want ffrom advisers?
d i
?
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]
2]. Message posted to
http://www.psu.edu/dus/mentor/foru9912.htm
Resources Continued…
Wikipedia. (2009,
Wikipedia
(2009 July 27).
27) Person–centered
Person centered therapy.
therapy Retrieved August 13,
13
2009, from http://en.wikipedia.org/wiki/Personcentered_psychotherapy#History_and_influences
Wikipedia. (2009,
Wikipedia
(2009 July
J l 7).
7) Reality
R lit th
therapy. Retrie
Retrieved
ed A
August
g st 13
13, 2009
2009,
from http://en.wikipedia.org/wiki/Reality_therapy
Wikipedia. (2009, July 16). Unconditional positive regard. Retrieved August 13,
2009 ffrom htt
2009,
http://en.wikipedia.org/wiki/Unconditional_positive_regard
//
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/ iki/U
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iti
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