ADVISING AND GUIDINGADVISING AND GUIDINGDr.M Yadavar NihraveshDr.M Yadavar Nihravesh

Dr.Z BiabangardiDr.Z Biabangardi

Faculty Members of Iran University

ININTHE NAM OF THE NAM OF

GODGOD

تعالی بسمهبوشهر استان پزشکی آموزش علوم دانشگاه

.) استادمشاورواستادراهنما ) تحصیلی راهنمایی و مشاوره کارگاهتحصیلی: هدف   راهنمای و مشاوره مفاهیم با علمی هیئت اعضا آشنایی کلی

. آنها بالندگی رشد و دانشجویان هدایت جهت آن کاربرد و دانشجویان

: اختصاصی :اهداف     باشند  قا�در کندگان شرکتl. نمایند بحث را تربیت و تعلیم در مشاوره و راهنمای برنامه وجود وامنیت ضرورتl راهنمای و مشاوره نقش و وظایف و مطلوب وراهنمایی مشاوره خصوصیات

. دهند قرار نظر تبادل و بحث مورد را تحصیلیl. نمایند لیست را مشاوره و راهنمایی فنون هاو روشl برروی راهنمایی و مشاوره امر در را گیری تصمیم و گشایی مشکل Caseفرایند

. کنند مشخص شده ارائهl. کنند اجرا را راهنمایی و مشاوره نفش

عنوان مدت ساعتمعارفه و افتتاحیه 30 30/8 - 8

آن اهمیت ضرورت و راهنمایی و مشاوره 30 9- 30/ 8

رایج آموزشی مختلف مشکالت استخراج جهت کارگروهیدانشگاه دانشجویان

45 45/9-9

گروهی کار ارائه 30 15/10-45/9

استراحت 15 30/10-15/10

مشاوره و راهنمایی های روش 30 11-30/10

برداری Role playاجرای فیلم و ضعف قوت، نقاط استخراج و) گروهی ) کار صحنه از

60 12-11

ناهار و نماز 60 13-12

آن روی نظر تبادل و بحث و فیلم دیدن 60 14-13

مشاور راهنماو های مسئولیت و هاووظایف نقش 30 30/14 – 14

برروی مشکل Caseکارگروهی فرآیند اجرای و شده ارائهگشایی

60 30/15 – 30/14

بندی جمع 30 16-30/15

تعالی بسمهبوشهر استان پزشکی علوم دانشگاه

اول 8/11/94روز تعالی بسمهبوrشهر استان پزشکی علوم دانشگاه

اول 8/11/94روز

تعالی  بسمهبوشهر استان پزشکی علوم دانشگاه

دوم 9/11/94روزعنوان مدت ساعت

قبل روز خالصه 15 8/15 - 8

گشایی مشکل فرآیند و گیری تصمیم های مهارت 30 45/8 - 15/8

کارگروهی ارائه 30 15/9 - 45/8

راهنمایی و مشاوره و الگوهای و ها روش 30 45/9 - 15/9

مشاوره و راهنمای های استخراج Role playروش و) کارگروهی ) صحنه از برداری فیلم و قوت،ضعف نقاط

30 10/15 - 45/9

استراحت 15 30/10 - 15/10

واستخراج آن روی بر نظر تبادل و بحث و فیلم ارائهضعف و قوت نکات

60 30/11 - 30/10

راهنمایی و مشاوره ارزشیابی 30 30/11 - 12

ناهار و نماز 60 13 - 12

خودارزیابی 30 30/13- 13

خودارزیابی ارائه 60 30/14 - 30/13

راهنمایی و مشاوره رایج افکار 30 15 - 30/14

بندی جمع 30 30/15 - 15

اختتامیه 30 16 - 30/15

Advisory SystemAdvisory System((Introduction)Introduction)

In addition to coping with the normal stressors of everyday life, medical, nursing and…. students must deal with stressors specific to medical and nursing school, which include information and input overload, financial indebtedness, lack of leisure time, and pressures of work, work relationships and career choices.

Comparisons between medical groups students and other undergraduate student groups have shown a higher level of stress and depression among medical students.

The results of a survey from the University of Pennsylvania showed that although 24% of their medical students identified themselves as being depressed, only 22% of this group accessed mental health services.

Barriers to access included lack of time, fear of lack of confidentiality, stigma associated with use of mental health services, cost, fear of documentation in academic records and fear of unwanted intervention.

““It is at the heart of all of our It is at the heart of all of our efforts to educate and retain efforts to educate and retain

studentsstudents”.”.Tinto, 1998Tinto, 1998

Why is advising so Why is advising so importantimportant??

…guiding students toward the attainment of their academic, personal, and career goals.

Academic Academic AdvisingAdvising

Exploring past, present, futureExploring past, present, future

In medieval times, a In medieval times, a preceptor shared his preceptor shared his

knowledge knowledge with his studentswith his students

In 1841, Kenyon College In 1841, Kenyon College (Ohio)(Ohio)

uses the term “advisoruses the term “advisor””

In the 1880s,In the 1880s,a system of faculty advisors a system of faculty advisors

was established at Johns was established at Johns HopkinsHopkins..

““Advising is a process Advising is a process with a long and dignified with a long and dignified history in colleges and history in colleges and

universitiesuniversities……it is a most cordially it is a most cordially hated activity by the hated activity by the majority of college majority of college

teachersteachers”.”.Personnel and Guidance JournalPersonnel and Guidance Journal, 1953, 1953

In the 1960sIn the 1960s,,two new delivery two new delivery

systems were systems were introducedintroduced

Centralized advising Centralized advising centerscenters

Peer & professional Peer & professional advisorsadvisors

In 1972,In 1972, Terry O’Banion outlined Terry O’Banion outlined

five dimensions of advising five dimensions of advisingLife goalsLife goals

Vocational goalsVocational goalsProgram choicesProgram choicesCourse choicesCourse choices

Scheduling optionsScheduling options

In 1977,In 1977,300 people attended 300 people attended

a national meetinga national meetingabout academic advising.about academic advising.

Over the next 2 years, Over the next 2 years, NACADA was established.NACADA was established.

Became the dominant Became the dominant paradigmparadigm

Extended advising beyond Extended advising beyond schedulingscheduling

Drew on student development Drew on student development theorytheory

Emphasized shared Emphasized shared responsibilityresponsibility

In 1970s and 1980s, In 1970s and 1980s, developmental advisingdevelopmental advising::

““Academic advising is Academic advising is integral to fulfilling integral to fulfilling

the teaching and the teaching and learning mission of learning mission of

higher educationhigher education ”. ”.NACADA Concept of Academic AdvisingNACADA Concept of Academic Advising

Preamble, 2006Preamble, 2006

“An excellent advisor does the same for the

student’s entire curriculum that the

excellent teacher does for one course.”

Marc Lowenstein, 2005

Advising focuses on Advising focuses on enhancing students’ enhancing students’

efforts to make sense of efforts to make sense of their educationtheir education

as a wholeas a whole , ,not as a series of isolated not as a series of isolated experiences or items on a experiences or items on a

checklistchecklist . .

Key Concepts in

Effective Advising

Advising is a Key to Advising is a Key to Student RetentionStudent Retention

““The best way to keep students The best way to keep students stimulated, stimulated, challenged, and progressingchallenged, and progressing toward a toward a meaningful goal. meaningful goal. The best way to do that - especially among The best way to do that - especially among new students - is through new students - is through informed informed academic advising.”academic advising.”

Academic Advising for Student Success and Academic Advising for Student Success and Retention, Leaders Guide, Noel-Levitz, P. 39Retention, Leaders Guide, Noel-Levitz, P. 39

Academic AdvisingAcademic AdvisingAcademic advising is Academic advising is an ongoing an ongoing

educational processeducational process that connects that connects the student to the University.the student to the University.

Academic advising Academic advising supports the supports the UniversityUniversity’’s missions mission of preparing of preparing the student for learning the student for learning beyond……..beyond……..

continuedcontinuedAcademic advising is a Academic advising is a decision decision ––

making process making process during which during which students reach their maximum students reach their maximum educational potential through educational potential through communication and information communication and information exchange with an academic exchange with an academic adviser (Tomas .Grites)adviser (Tomas .Grites)

Academic Advising as an Academic Advising as an Influential RelationshipInfluential Relationship

””Academic advising is structured Academic advising is structured activity on the campus that activity on the campus that all all

students have the opportunity for on-students have the opportunity for on-going, one-to-one interaction with a going, one-to-one interaction with a

concerned concerned representative of the representative of the institution.”institution.”

Wes Habley, ACTWes Habley, ACT

Objective Academic AdvisingObjective Academic AdvisingThe overall objective of academic advising The overall objective of academic advising

is to help students realize the maximum is to help students realize the maximum educational benefits availableeducational benefits available to them at to them at university.university.

Academic advising may Academic advising may include all aspects include all aspects of academic program planningof academic program planning, including , including deciding on course adds, drops, or …….etc. deciding on course adds, drops, or …….etc.

ObjectivesObjectives Help students Help students plan the sequence of plan the sequence of

courses courses to efficiently achieve to efficiently achieve graduation.graduation.

Provide information Provide information to improve to improve academic performance.academic performance.

DesignDesign a well balanced a well balanced schedule.schedule.

Advisors ask What, Advisors ask What, Why, and How Why, and How

QuestionsQuestionsHow are you changing as a result How are you changing as a result of your education?of your education?

What are your goals for your What are your goals for your education?education?

How can you make the most of How can you make the most of your time in college?your time in college?

What skills are you developing? What skills are you developing? What skills do you need to What skills do you need to develop, and how will you do this?develop, and how will you do this?

““At key points…At key points…an academic advisor an academic advisor

asked questions: asked questions: to think about the to think about the

relationship of their relationship of their academic work to their academic work to their

personal lives.”personal lives.”Richard Light, Richard Light, Making the Most of CollegeMaking the Most of College

Students who met Students who met academic advisors at academic advisors at least least twice during the twice during the

academic year academic year engaged engaged more frequently in more frequently in

educationally purposeful educationally purposeful activitiesactivities..

National Survey of Student Engagement (NSSE) National Survey of Student Engagement (NSSE) 20072007

Four questions to consider Four questions to consider when organizing or when organizing or

reorganizing advisingreorganizing advising Who is advised?Who is advised?Who advises?Who advises?Where is advising done?Where is advising done?How are advising How are advising

responsibilities divided?responsibilities divided?

Advising is more important Advising is more important than ever—issues now and in than ever—issues now and in

the futurethe futureCost of higher educationCost of higher educationChanging regulationsChanging regulationsState of economy and job marketState of economy and job marketExpectations of students and Expectations of students and

familiesfamiliesPressure to retain and graduate “on Pressure to retain and graduate “on

time”time”Increasing demands; decreasing Increasing demands; decreasing

resourcesresources

Advising is a tag-team Advising is a tag-team activityactivity

The Power of Academic AdvisingThe Power of Academic Advising Through regular contact with studentsThrough regular contact with students

• whether face-to-facewhether face-to-face• through the mailthrough the mail• on the telephone on the telephone • or through computer mediated systemsor through computer mediated systems

advisors gain meaningful insights into student’s advisors gain meaningful insights into student’s academic academic social social and personal and personal

experiences and needsexperiences and needs. .

ACADEMIC ADVISOREACADEMIC ADVISORE

Academic advisorAcademic advisorAcademic advisors Academic advisors represent and represent and interpret University policiesinterpret University policies and and procedures to the student and procedures to the student and help the student navigate the help the student navigate the

academic and organizational paths academic and organizational paths of the institutionof the institution

ContinuedContinuedAdvisors are Advisors are sensitive to the sensitive to the

values of the surrounding values of the surrounding communitycommunity

Advisors are Advisors are responsible to their responsible to their professional role professional role as advisors and as advisors and to themselves personallyto themselves personally

Advisors are facilitators and mediators.

ContinuedContinuedAdvisors Advisors recognize the changing recognize the changing

nature of the college and nature of the college and university environment and university environment and student body student body

Advisors work with students to Advisors work with students to help themhelp them accomplish the goals accomplish the goals and objectivesand objectives they have they have established for themselvesestablished for themselves..

ContinuedContinuedAdvisors Advisors encourage self‑relianceencourage self‑reliance

by helping students make by helping students make informed and responsible informed and responsible

decisions, decisions, set realistic goals, and set realistic goals, and develop thinking, learningdevelop thinking, learning, and , and life management skills to meet life management skills to meet

present and future needs.present and future needs.

MODELS OF MODELS OF ADVISINGADVISING

From Good From Good Advising to GREAT Advising to GREAT

AdvisingAdvisingusing using

Appreciative Appreciative TechniquesTechniquesCathy Buyarski, Ph.DCathy Buyarski, Ph.D..

Indiana University-Purdue Indiana University-Purdue University IndianapolisUniversity Indianapolis

““Academic advising may be the Academic advising may be the single most underestimated single most underestimated characteristic of a successful characteristic of a successful college experiencecollege experience””

Light, 2001Light, 2001

““It is at the heart of all of our efforts It is at the heart of all of our efforts to educate and retain studentsto educate and retain students”.”.

Tinto, 1998Tinto, 1998

Why is advising so Why is advising so importantimportant??

Guide students in getting the most out of their Guide students in getting the most out of their college experiencecollege experience

Enjoy being with students, know how to connect and Enjoy being with students, know how to connect and realize that each student is unique. They believe all realize that each student is unique. They believe all students can learn and succeed!students can learn and succeed!

Are knowledgeable, accessible and concerned.Are knowledgeable, accessible and concerned.

Facilitate advising sessions that are planning-Facilitate advising sessions that are planning-centered, goal-directed, and focused on strengths centered, goal-directed, and focused on strengths and possibilities.and possibilities.

Schriener, 2007Schriener, 2007

GREAT AdvisorsGREAT Advisors

PRESCRIPTIVEPRESCRIPTIVE Advisors is a source of Advisors is a source of

knowledgeknowledge Advisor tells students Advisor tells students

how and what to dohow and what to do Focuses on courses and Focuses on courses and

gradesgrades Advisor provides Advisor provides

solutions to problemssolutions to problems

DEVELOPMENTALDEVELOPMENTAL Advisor directs students Advisor directs students

to information sourcesto information sources Advisor guides Advisor guides

student’s planning for student’s planning for success; student is the success; student is the decision-makerdecision-maker

Advisor understands Advisor understands the interrelationships the interrelationships between personal, between personal, social and academic social and academic decisions and behaviorsdecisions and behaviors

Advisor teaches student Advisor teaches student to weigh alternatives to weigh alternatives and consequences and and consequences and to take controlto take control

Models of AdvisingModels of Advising

Exploration of Life GoalsExploration of Life Goals

Exploration of Career Options and ChoiceExploration of Career Options and Choice

Academic Program/Major Options and Academic Program/Major Options and ChoiceChoice

Course PlanningCourse Planning

Scheduling CoursesScheduling Courses

O’Banion’s Model of O’Banion’s Model of AdvisingAdvising

Builds on theories and ideas from:Builds on theories and ideas from:

Appreciative Inquiry Appreciative Inquiry (organizational development)(organizational development)

Strengths-Based Approaches to Strengths-Based Approaches to Personal Development/Employee Personal Development/Employee DevelopmentDevelopment

Positive PsychologyPositive Psychology

Appreciative AdvisingAppreciative Advising

TheThe intentionalintentional collaborative collaborative practices of asking practices of asking positive, positive, open-ended open-ended questions that help questions that help students students optimizeoptimize their their educational experiences and educational experiences and achieveachieve their goals, dreams their goals, dreams and and potential.potential.

Appreciative Advising Appreciative Advising DefinedDefined

More than being positive and supportive More than being positive and supportive with studentswith students

Intentionally focuses on assets rather Intentionally focuses on assets rather than deficitsthan deficits

Involves dreaming possibilities, planning Involves dreaming possibilities, planning steps to achieve the dream, and steps to achieve the dream, and engaging in actions to make the dream engaging in actions to make the dream come truecome true

Appreciative AdvisingAppreciative Advising

Get in triad with at least on Get in triad with at least on returning advisorreturning advisor

ActivityActivity

DebriefingDebriefing

Let’s Try ItLet’s Try It!!

Like the “medical model” focuses on Like the “medical model” focuses on diagnosing student problems and diagnosing student problems and finding solutions to solve those finding solutions to solve those problemsproblems

Example - Students on probation or Example - Students on probation or experiencing some sort of difficultyexperiencing some sort of difficulty

The Traditional Approach: The Traditional Approach: Deficit BasedDeficit Based

Looks at successes and Looks at successes and strengthsstrengths

Reframing or a question of focusReframing or a question of focus

Benefit FindingBenefit Finding

Analyzing versus replaying Analyzing versus replaying (Lyubomirsky et al. 2006)(Lyubomirsky et al. 2006)

Asset (Appreciative) Asset (Appreciative) ApproachApproach

Create ways to repeat the behaviors Create ways to repeat the behaviors and utilize the strengths and skills and utilize the strengths and skills that have led to past success to that have led to past success to create future successcreate future success

AttitudeAttitude

Asset (Appreciative) Asset (Appreciative) ApproachApproach

Behavior

A significant shift in our mental A significant shift in our mental modelmodel

More complex and intentional More complex and intentional that it seems on the surfacethat it seems on the surface

Requires intentional effort and Requires intentional effort and on-going on-going trainingtraining

From Deficits to AssetsFrom Deficits to Assets

ACTIVITYACTIVITY

1. Complete the questions on the 1. Complete the questions on the worksheetworksheet

2. Find themes2. Find themes

3. Share with a partner3. Share with a partner Partners – listen for themes to Partners – listen for themes to

validatevalidate

Let’s Start with YOULet’s Start with YOU!!

The Appreciative Advising The Appreciative Advising ModelModel

Bloom, Hutson, Ye (2009)Bloom, Hutson, Ye (2009)

Creating a safe, welcoming Creating a safe, welcoming environment for studentsenvironment for students

Advisors can:Advisors can:Smile and welcome the studentSmile and welcome the studentMeet them at the doorMeet them at the doorEngage in “attending” behaviorsEngage in “attending” behaviorsMake the student your sole focusMake the student your sole focusFind something in commonFind something in common

Remember that you can be intimidatingRemember that you can be intimidating!!

Disarm PhaseDisarm Phase

Utilize positive, open-ended questions Utilize positive, open-ended questions to draw out what students enjoy to draw out what students enjoy doing, their strengths and passions. doing, their strengths and passions. Listen to each question carefully and Listen to each question carefully and clarify before asking the next questionclarify before asking the next question

This phase helps the student This phase helps the student reframereframe the conversation on themselves and the conversation on themselves and their success as well as helping you their success as well as helping you get to know them get to know them better.better.

Discover PhaseDiscover Phase

Help students formulate a vision of Help students formulate a vision of what they might become, and assist what they might become, and assist them in developing their life and them in developing their life and career goalscareer goals

For some students, dreaming may be For some students, dreaming may be about passing their math class for about passing their math class for others it may be their future career. others it may be their future career.

Advisors can:Advisors can:o Make connections between what was shared in Make connections between what was shared in

discovery – is there congruence? discovery – is there congruence? oEncourage students to be open to possibilitiesEncourage students to be open to possibilities

Dream PhaseDream Phase

Help students devise concrete, Help students devise concrete, incremental and achievable goalsincremental and achievable goals

Self-Concordant Goals Self-Concordant Goals

!!

Design PhaseDesign Phase

Advisors can:Advisors can:Share options and information, ask Share options and information, ask

questions, guidequestions, guideHelp the student commit to small Help the student commit to small

actions they can do today, tomorrow, actions they can do today, tomorrow, this weekthis week

Discuss the pros/cons/ramifications of Discuss the pros/cons/ramifications of optionsoptions

Remember, it is the student’s decisionRemember, it is the student’s decision

The student follows through on their The student follows through on their plans. The advisor is there for them plans. The advisor is there for them when they stumble, believing in them when they stumble, believing in them every step of the way, and helping every step of the way, and helping them continue to update and refine them continue to update and refine their dreams as they go.their dreams as they go.

Advisors can:Advisors can:Check-in regularlyCheck-in regularlyHold students accountableHold students accountableHelp students replay successesHelp students replay successes

Deliver PhaseDeliver Phase

While we want to students to do long-While we want to students to do long-term planning, some will only be able term planning, some will only be able to focus on tomorrow or one class or to focus on tomorrow or one class or their first termtheir first term

You don’t have to work through all of You don’t have to work through all of the phases and make a course schedule the phases and make a course schedule and fill out the paperwork and learn to and fill out the paperwork and learn to sing the fight song all in one meetingsing the fight song all in one meeting

Advising isn’t just the formal, Advising isn’t just the formal, scheduled meetings in your officescheduled meetings in your office

Things to Keep in MindThings to Keep in Mind

Discover QuestionsDiscover Questions Who is your best self?Who is your best self?

DreamDream What is your future perfect?What is your future perfect?

DesignDesign How might you apply your best self to achieve How might you apply your best self to achieve

your future perfect?your future perfect?

DeliverDeliver What actions will you take to apply your best self What actions will you take to apply your best self

to achieving your future to achieving your future perfect?perfect?

Questions to Ask Questions to Ask StudentsStudents

AdvisorAdvisor’’s Role and s Role and responsibilitiesresponsibilities

……focusing on the timeless relevance of focusing on the timeless relevance of personalized and informed personalized and informed

interventionsinterventions

Faculty advisors will serve in the primary role as advocates for student welfare.

Advisors Advisors share information share information with with others about students and their others about students and their programsprograms

Advisors are responsible to higher

education generally

Academic advisors shouldAcademic advisors should

Guide students to better understand Guide students to better understand their their educational needs educational needs and help and help them achieve their goalsthem achieve their goals. .

Maintain a schedule Maintain a schedule that ensures that ensures accessibility to studentsaccessibility to students

Provide guidance in helping students identify and address academic and non-academic problems in a confidential manner

Provide support and guidance for students.

Provide students with an occasional social outlet from studies

(conversation over a cup of coffee or a sandwich, etc.).

Provide students with a positive professional role model.

Serves as a role model, mentor, counselor and FRIEND

Assists student with his/her specialty decision-making process.

Our work as advisors is guided by our Our work as advisors is guided by our beliefs thatbeliefs that: :

Students:Students: can be responsible for their own behaviorcan be responsible for their own behaviorcan be successful as a result of their individual can be successful as a result of their individual goals and effortsgoals and efforts have a desire to learnhave a desire to learnLearning needs vary according to individual Learning needs vary according to individual skills, goals and experiencesskills, goals and experienceshold their own beliefs and opinionshold their own beliefs and opinions

ADVISING STUDENTS IN ACADEMIC ADVISING STUDENTS IN ACADEMIC DIFFICULTYDIFFICULTY

As an academic advisor, you will be working As an academic advisor, you will be working with students who are in with students who are in academic troubleacademic trouble..

There are many reasons why students do There are many reasons why students do poorly in their academicspoorly in their academics..

SomeSome students have never developed students have never developed good good study habitsstudy habits. .

ContinuedContinuedSome new students find the Some new students find the transition transition

from high school to college and are from high school to college and are unable to concentrate on their studiesunable to concentrate on their studies. .

Some students have selected Some students have selected majors majors that do not suit themthat do not suit them. .

ContinuedSome very capable students have so Some very capable students have so

many personal stresses in their lives many personal stresses in their lives they they have little energy to devote to schoolworkhave little energy to devote to schoolwork. .

Some students are getting their first taste Some students are getting their first taste of freedom and are of freedom and are going a little wildgoing a little wild. .

Some students are simply Some students are simply not ready for not ready for collegecollege. .

Common Fears/Problems in Common Fears/Problems in StudentsStudents

Fear of freedom, of not being able to Fear of freedom, of not being able to manage your time without family manage your time without family aroundaround

DepressionDepression

Fear that college will be too difficultFear that college will be too difficultHomesicknessHomesickness

Lack of good study habitsLack of good study habitsDifficulty in understanding professorsDifficulty in understanding professors

ContinuedContinuedFear of competition from brighter, Fear of competition from brighter,

younger, or older studentsyounger, or older studentsFear of disappointing parentsFear of disappointing parents

Roommate problemsRoommate problemsWorry over choosing the wrong majorWorry over choosing the wrong major

Worry about making friendsWorry about making friendsTime management- more distractionsTime management- more distractions

The Core ValuesThe Core Values

Students deserve Students deserve • Dependable Dependable • AccurateAccurate• Respectful Respectful • Honest Honest • Friendly Friendly • ProfessionalProfessional

serviceservice

اطمینان قابلدقیق – درست

آبرومند – پراحترام

وغش – بیغلصادقانه دوستانه ای حرفه

WHEN STUDENT SEE ADVISORWHEN STUDENT SEE ADVISOR 1.1. To discuss To discuss any problems any problems which affect academic which affect academic

performance performance 2.2. To To select courses select courses for the upcoming semesterfor the upcoming semester 3.3. To add or To add or drop coursesdrop courses4.4. To register to take a To register to take a course pass-fail course pass-fail or auditor audit5.5. To discuss To discuss academic progressacademic progress6.6. To discuss declaring/ changing a major or minorTo discuss declaring/ changing a major or minor7.7. To review your degree auditTo review your degree audit8.8. To discuss career considerations To discuss career considerations

Common Issues that Bring Common Issues that Bring Students to the Counseling Students to the Counseling

CenterCenter Stressed outStressed out Not doing well in schoolNot doing well in school Problems in a relationshipProblems in a relationship Questions about sexual identityQuestions about sexual identity Not enjoying themselves as much as in the Not enjoying themselves as much as in the

pastpast Someone close to them has problems with Someone close to them has problems with

alcohol or drugsalcohol or drugs So much anxiety they cannot concentrateSo much anxiety they cannot concentrate Life doesnLife doesn’’t seem worth living anymoret seem worth living anymore

When is a referral to Student When is a referral to Student Counseling suitableCounseling suitable??

The problem appears to be impairing their functioning in the The problem appears to be impairing their functioning in the student role. student role.

The problem appears serious.The problem appears serious. The problem is more serious than you feel comfortable The problem is more serious than you feel comfortable

handling. handling. You are not sure if you have the expertise needed to You are not sure if you have the expertise needed to

effectively address the problem. effectively address the problem.

You have talked with the student but feel additional You have talked with the student but feel additional assistance is indicated. assistance is indicated.

The student is not willing to talk to you about a problem.The student is not willing to talk to you about a problem. You are not sure if your teacher-student relationship may You are not sure if your teacher-student relationship may

affect you ability to handle the problem. affect you ability to handle the problem. The student requests information or help that you are unable The student requests information or help that you are unable

to provide. to provide. You are not available to provide the assistance the student You are not available to provide the assistance the student

needs (e.g., you are going out of town).needs (e.g., you are going out of town).

Common Fears/Problems in Common Fears/Problems in StudentsStudents

Fear of freedom, of not being able to Fear of freedom, of not being able to manage your time without family manage your time without family aroundaround

DepressionDepression

Fear that college will be too difficultFear that college will be too difficultHomesicknessHomesickness

Lack of good study habitsLack of good study habitsDifficulty in understanding professorsDifficulty in understanding professors

DataDataIndividuals, groups or teams make Individuals, groups or teams make

decisions every day. decisions every day. Some decisions are very important and Some decisions are very important and

affect a lot of people whereas other affect a lot of people whereas other decisions are small and affect only one decisions are small and affect only one or two people. or two people.

A decision-making process based on A decision-making process based on data leads to good decisions.data leads to good decisions.

WE SELDOM HAVE TIMEFOR THE IMPORTANT

BECAUSE WE ARE WORKING

ON THE IMMEDIATEAND

THE IMMEDIATE ISSELDOM THE IMPORTANT

- Peter Drucker

EnjoyEnjoy feeling of self-confidence feeling of self-confidence With practice, you can improve your ability to With practice, you can improve your ability to

make decisions in all areas of your life –make decisions in all areas of your life – Personal Personal Financial Financial ProfessionalProfessional

because life involves many decisions and because life involves many decisions and making the best choices consistently is the key making the best choices consistently is the key to successto success. .

I

III IV

II

URGENTNOTURGENT

IMPORTANT

NOTIMPORTANT

SETTING PRIORITIES

Your ability to make sound Your ability to make sound decisions can help youdecisions can help you

ACHIEVE YOUR GOALSACHIEVE YOUR GOALS at work and in your personal lifeat work and in your personal life

AVOID MISTAKESAVOID MISTAKES that can cost you or your organization that can cost you or your organization

time and money time and money

Learn moreLearn more......

No one makes the right decision every time.No one makes the right decision every time.But by developing your But by developing your

Decision-Making SkillsDecision-Making Skills

you can increase your success rate!you can increase your success rate!

Anatomy of a DecisionAnatomy of a Decision

Making a good decision requiresMaking a good decision requires

Patience and Patience and Careful thoughtCareful thought

steps approachsteps approach 66Step 1:Step 1: Define the ProblemStep 2:Step 2: Re-evaluate the Situation (step 1 may have changed your view of the problem!)(step 1 may have changed your view of the problem!)Step 3:Step 3: Gather Information In order to solve a problem, you should make yourselfIn order to solve a problem, you should make yourselfan "expert" on the subject.an "expert" on the subject.Step 4:Step 4: Think of Alternatives At this stage of the decision-making process, At this stage of the decision-making process, anyany idea is idea isa good idea. a good idea. Step 5:Step 5: Choose an Alternative Test each alternative carefully, to see how it measures up againstTest each alternative carefully, to see how it measures up againstthe others.the others.Step 6:Step 6: Put Your Decision to Work

Don't judgeDon't judge

Avoid jumping to conclusions. Avoid jumping to conclusions. Gather all your ideas before Gather all your ideas before

considering your alternatives.considering your alternatives.

Record your ideas. Put all your thoughts on paper, so you can evaluate them later.

Consider your optionsConsider your options Once you've identified the problem, askOnce you've identified the problem, askyourselfyourself::Do I need to take action in order to Do I need to take action in order to

achieve my goals and priorities? achieve my goals and priorities? Will this problem solve itself with Will this problem solve itself with

time?time?

Don't make unnecessary decisionsDon't make unnecessary decisions

Be aware that the best decision may Be aware that the best decision may be to do nothing for the time being. be to do nothing for the time being.

But don't delay just to avoid making But don't delay just to avoid making a tough or unpleasant decisiona tough or unpleasant decision

Be honest with yourself! If you decide that action is needed, proceed to step 3.

Size up the situationSize up the situation Examine the problem thoroughly - look Examine the problem thoroughly - look

at it from all anglesat it from all angles. . Keep thinking - don't be satisfied with Keep thinking - don't be satisfied with

quick, easy answersquick, easy answers. . Avoid mistaking the problem's symptoms Avoid mistaking the problem's symptoms

(for example, a shortage of money) for (for example, a shortage of money) for the problem itself (poor spending habits, the problem itself (poor spending habits, too much debt, etc.) too much debt, etc.)

Set goals and priorities.Set goals and priorities. Ask yourselfAsk yourself::

What do I want to achieve by making What do I want to achieve by making this decision - what are my goalsthis decision - what are my goals?" ?"

""Which of these goals must I meet in Which of these goals must I meet in order to solve this problem - what are order to solve this problem - what are my priorities?" Write down your goals my priorities?" Write down your goals and priorities; review them oftenand priorities; review them often. .

Try to put your goals in measurable terms (time, money, etc.) so you can measure your success later on.

Think aheadThink ahead Try to imagine the consequences Try to imagine the consequences

of each alternative. of each alternative. Ask yourself, "What will happen Ask yourself, "What will happen

if...?" Be thorough, and give each if...?" Be thorough, and give each plan a chanceplan a chance. .

Be practicalBe practical Make sure your plans can be carried Make sure your plans can be carried

out. out. For example, does your organization For example, does your organization

have the equipment to make the have the equipment to make the changes you have in mind? changes you have in mind?

Is the solution more expensive than the Is the solution more expensive than the problemproblem? ?

Be creativeBe creative

If necessary, combine the best If necessary, combine the best features of several different ideas. features of several different ideas.

Make a new alternative - one Make a new alternative - one that worksthat works! !

Choose the alternative that will best achieve the goals and priorities you identified in step 1.

Take actionTake action

A good decision means nothing A good decision means nothing until it's put into effectuntil it's put into effect. .

Don't satisfy yourself with Don't satisfy yourself with simply having made a tough simply having made a tough decision. decision.

Inform othersInform others

Make sure everyone affected by Make sure everyone affected by your decision knows what will your decision knows what will change, and why. change, and why.

Explain what improvements they Explain what improvements they can expect as a result of your can expect as a result of your decision. decision.

Ask for feedbackAsk for feedback. .

Follow up on your planFollow up on your plan

Check from time to time to see that Check from time to time to see that any changes you made are still in any changes you made are still in effect - or to see if adjustments are effect - or to see if adjustments are needed. needed.

Also, make sure the problem you Also, make sure the problem you solved has not returned or taken solved has not returned or taken another formanother form. .

Use your time wiselyUse your time wisely

If a decision is not immediately If a decision is not immediately necessary, use your time to necessary, use your time to gather information. gather information.

Be sure you leave enough time Be sure you leave enough time to act on your decisionto act on your decision

Seek adviceSeek advice

Get help from people who know Get help from people who know more about the details of the more about the details of the problem. problem.

Don't be afraid to admit that you Don't be afraid to admit that you don't know somethingdon't know something. .

Use all resources. Use the library, employee records, any source of facts on the problem.

Goal SettingGoal Setting A goal is a general statement of what an A goal is a general statement of what an

organization or individual intends to organization or individual intends to accomplish. accomplish.

Without goals, an organization has nothing to Without goals, an organization has nothing to guide its actions for the year. guide its actions for the year.

Goals provide officers and members with Goals provide officers and members with something to strive for and an evaluation something to strive for and an evaluation measure to determine what the organization measure to determine what the organization has accomplished over the year. has accomplished over the year.

5 main elements of Goals5 main elements of Goals

ShortShortAchievableAchievableMeasurableMeasurablePositivePositiveTime sensitiveTime sensitive

What is CounselingWhat is Counseling??

Drexel University Student Counseling Center

MythMyth #1 #1Counselors will Counselors will suck out your suck out your

brainsbrains……

and shrink your head.

Myth #2Myth #2

Counseling requires a lifetime (or long-term commitment)

FactFactCounseling can help with short-term Counseling can help with short-term

problems or situationsproblems or situations

……or long term issuesor long term issues..

How to get through Finals

Depression

Myth #3

Counselors will call your parents or instructors immediately after the session

ConfidentialityConfidentiality No one outside of the No one outside of the

counseling center is given counseling center is given any informationany information

No one is allowed to know No one is allowed to know that you have visited the that you have visited the counseling centercounseling center

If parents, friends, or If parents, friends, or professors call, the professors call, the information will not be information will not be discloseddisclosed

You may see therapists on You may see therapists on campus, they won’t talk to campus, they won’t talk to you unless you decide to you unless you decide to approach them.approach them.

Limitations to Limitations to ConfidentialityConfidentiality

Ψ The therapist believes you have the intent to harm yourself.

Ψ The therapist believes you have the intent to harm someone else.

Myth #4Myth #4

Counseling is Counseling is for weak for weak peoplepeople..

Myth #5Myth #5The counselor will ask you to lie on a couch during therapy

Myth #6Myth #6

Counselors ask Counselors ask you about your you about your childhood and childhood and blame everything blame everything on your motheron your mother

Myth #7Myth #7Counselors will Counselors will tell you tell you exactly what exactly what to do to fix to do to fix your problem your problem and/or your and/or your life.life.

Myth #8Myth #8

Counseling is Counseling is for REALLY for REALLY

sick people or sick people or psychoticspsychotics..

Myth #9Myth #9Counseling at the Counseling at the Drexel Student Drexel Student Counseling Center Counseling Center is not professional is not professional or as good as you or as good as you could get could get somewhere elssomewhere else.e.

initiatives serve to counter-initiatives serve to counter-balance many concernsbalance many concerns

InterventionsMotivations

Risk Variables

•Academic•Financial•Social

Learning-centered advising Learning-centered advising raises questions likeraises questions like

What should students learn What should students learn through advising? through advising?

How might they learn these How might they learn these things? things?

Why is this learning importantWhy is this learning important—for students —for students andand our our institutions?institutions?

learning-centered advising learning-centered advising aims toaims to

help students make help students make connections among courses connections among courses and experiences and and experiences and integrate their learningintegrate their learning

help students articulate the help students articulate the skills they are developingskills they are developing

help students identify help students identify realistic goals & pathways realistic goals & pathways to reach themto reach them

learning-centered advising aims learning-centered advising aims toto

foster students’ self-foster students’ self-assessment assessment

help students understand the help students understand the relevance of their education relevance of their education to their livesto their lives

help students make sense of help students make sense of their experiences & make their experiences & make good decisions about themgood decisions about them