THE TARGETED ADVISING MODEL

Patrick CateDirector of the Department of University StudiesPlymouth State University, Plymouth, NH

NACADA Region 1 2012

AGENDA History and overview of the model Results Q&A

THINGS THAT MAKE YOU GO AHHHHH!

Please get into groups of convenience Finish this sentence: “The most

frustrating part of working with an undeclared/undecided student is…”

WHY UNDECLAREDS? 59% vs. 78% 1st to 2nd year retention

rate Lower average GPA..by a half of a

point. Two times more likely to have a

discipline actions 48% overall 1st generation,

59% of undeclareds

THE COLLEGE OF UNIVERSITY STUDIES

Developmental advising Cohort pilot model “Living Learning” Non-Faculty advisors O’Banion’s model is the theoretical foundation

Mission: The Mission of the College of University Studies is to

assist deciding students with the resources and personal attention needed to select the most appropriate major and to plot a course of action leading to graduation by the most effective route possible.

TERRY O’BANION’S MODEL(1972)

Exploration of Life Goals Exploration of Career/Educational Goals Selection of Educational Programs Selection of Courses Scheduling of Classes

O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69.

BUILDING BLOCKS OF DEVELOPMENTAL ADVISINGSchedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

SO WHAT ABOUT THE ADDICTION?

The students who really needed us, were not participating.

Many students who were undeclared were not feeling any dissonance about it.

If they did come, they avoided real “work” and used the program to meet their immediate needs.

They would be honest towards the end of the year about how they “faked” tests and meetings.

I was the enabler! The Helicopter Advisor!

I started to notice something.

THE STAGES OF CHANGE Precontemplation

Not ready Contemplation

Getting ready Preparation

Ready Action

Changing Maintenance

Keeping upProchaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390-395.

JAMES MARCIA (BASED ON ERIKSON’S WORK)

Identity Diffusion – No identity crisis and no real decisions have been made.

Identity Foreclosure - No identity crisis and have accepted whatever has been told to them. “My mother is a doctor…”

Identity Moratorium – Currently in crisis and may avoid the decision out of sheer confusion.

Identity Achievement – Successful completion of a crisis. Identity established

Marcia, J. E., (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3, pp. 551-558

MOTIVATIONAL INTERVIEWING This is the “behind the scenes”

counseling concept. All of the processes of change can be

worked with using MI

WHAT IS MOTIVATIONAL INTERVIEWING

“Motivational interviewing is a directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence.” (Rollnick and Miller)

BASIC CONCEPTS Counselor directive for intrinsic

motivation. Non-Confrontational Is used with mandated counseling ---

advising!

CORE PRINCIPLES Express Empathy

Creates shared experience Opens student advisor relationship

Support Self Efficacy Hold student responsible for action or inaction Help student feel in control

Roll with Resistance Student challenges are not challenged but explored. Student centered approach

Develop Discrepancy Establish a difference between what is now and what should

be.

TAM Precontemplation Deliberation Action

PRECONTEMPLATION Students are not ready to make a

decision Students are not sure of the purpose May not be engaged in academic life Make decisions based on short term

desires Ambivalence

PRECONTEMPLATION TOPICS Why does the student want a degree at

all? What do they hope will happen? What do they feel in control of

academically? When do they think they need a major?

What information would they look to?

DELIBERATION Students have a desire to have a major

but really are not sure how to go about it

May have a few ideas about what they like to study

Still are challenged by the decision; avoid finality.

Many traditional methods work here..or upside down!

DELIBERATION TOPICS Top down or bottom up career decision

methods.

ACTION Students have a solid sense of some majors or

a single major and can explain rationally why. Students want to be involved in the major and

its people than with undeclared staff. Students begin to effectively plan academic

and career pathways. (Internships, study abroad, careers etc.)

May see a decrease in issues outside of academics

ACTION TOPICS Who would be the best resource for the

final decision… What tailored opportunities are

available? What your new role may be

CHANGE LANGUAGE Eliciting change language Relationship exists between language

and action*. When MI not appropriately applied,

opposite affect. Strength of commitment language

*Adolescent change Language within a Brief Motivational Intervention and Substance Use OutcomesJohn S. Bear, et all. Psychol Addict Behav. 2008 December; 22(4): 570–575.

AMBIVALENCE Lack of motivation If you argue one side, the person will

likely defend the other. Resist this “righting” reflex.

SO WHAT? Early evidence is very promising.

Maintained or improved program results after a 500% increase in student load.

90%+ 1st to 2nd year; pulled some from the “fire” Average time to declaration reduced

significantly from 1.5 semesters to 2.3 total meetings.

Higher GPAs (2.52 vs. 2.75) Post grad direction (anecdotal) Teachable

WHAT ABOUT YOUR STUDENTS? That’s fine – So what for you?

What is the number one problem I face as my students’ advisor?

What process or procedure needs the most revamping and why?

What do I teach?

OPEN DISCUSSION

“What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.”

--- Pericles

Patrick CateDirector of the Department of University Studies

pcate@plymouth.edu