While most college students see their advisor as someone who can help them register for classes, the reality is that there should be so much more to the advisor-advisee relationship. Even though college is referred to as the best years of a person’s life, they can also be the most daunting if students discover they have nobody who can counsel them as they make life-changing decisions. As an aspiring advisor, I hope to show my students that there is much more to than the academic component. Perhaps one of the most vital factors that contribute to a strong advisor-advisee relationship is the personal connection and trust that must be built. As a result, while it will be important to discuss a student’s academic progress, it is even more …show more content…
The disarm phase is similar to the idea of one-to-one advising in that it starts before any actual advising takes place. However, this phase emphasizes the set-up of the office environment and how that can make students feel either secure or intimidated. Furthermore, by greeting the student before they come in for their meeting, students are more likely to open up and connect with the advisor. In the discover phase, advisors have the opportunity to learn more about their student’s strengths and interests, which can be used in later phases to apply to their goals. During the dream and design phases, students have the chance to reflect on their goals and work with their advisor to make those dreams into a reality. However, it is not until the deliver phase that the student is given the utility to execute their goals. Finally, in the don’t settle phase, advisors must challenge their students’ growth and …show more content…
Given how much opportunity students have to develop through appreciative advising, there are a number of theories that resonate with this process. For example, Schlossberg’s Mattering and Marginality theory echoes the disarm and discover phases of appreciative advising since students have the opportunity to connect with someone who is open to supporting their aspirations. Similarly, Réndon’s Validation theory makes sure students feel supported throughout the entire advising process. However, the use of different phases allow a students’ development to foster since advisors are able to provide a unique set of tools and resources for each respective phase. Finally, Stanford’s Challenge and Support model is relevant to the design, deliver, and don’t settle phases of appreciative advising since even though a student may feel as if they lack the resources to achieve their goals, the advisor is always there to give the student a sense of comfort and encouragement. Furthermore, appreciative advising’s emphasis on the affective aspect of learning shows advisors how even though students are often coming in for appointments due to anxiety, frustration, and concern, advisors must help their students cope by increasing a student’s motivation and level of
The American Counseling Association is the largest professional counselor association in the world and serves over 56,000 helpers by providing resources and tools to utilize for best practices in the counseling field (ACA, n.d.). As an ACA member, professional counselors have access to professional journals, webinars, forums and other mediums that can strengthen and enhance helping skills and best practices. It would be of great advantage for both graduate students training in a counseling field, as well as professional counselors working in their field to take advantage of the being a member of the ACA.
Without external support outside the counseling session many underrepresented groups are not being assisted in a variety of ways. The NACADA declaration of core values states “Advisors are sensitive to the values of the surrounding community of making higher education more accessible through educational opportunities and resources”. Brilliant students who do not receive academic or financial assistance through supporting services (e.g. Learning Centers, EOP&S, and Puente Program) will focus on factors not
This statement goes to Zinsser's belief that college is a time for students to try new things, and learn things about themselves that would give them an idea of what they want for their future. The students who pre-select their goals end up living satisfactory, but unfulfilled lives. It is this fear that made William Zinsser write this article in hopes that readers will learn that true success sometimes results from taking chances, and giving up control.
Sometimes individuals consider becoming counselors after overcoming some major life challenge such as addiction or a history of bad relationships. Perhaps an individual has encountered a particularly effective counselor or therapist and has a desire to follow in those footsteps. Others may have had a bad experience with counseling and concluded that it can be done better. People do not think of this work so much as a job, or even as a career. More typically, a constellation of life experiences that demand explanation and a sense that others seek one out for assistance and emotional sustenance become driving forces leading one toward the counseling profession” (An invitation to). .
Terry Kuhn’s chapter on the “Historical Foundations of Academic Advising” focused on the development of academic advising, the development of the various types of institutions, the formation of academic advising models, the roles of an advisor, and the future of academic advising. Kuhn identifies several models of academic advising that have developed since the 17th century. From my experience at UTRGV thus far, it is apparent that the academic advising department utilizes a centralized or self-contained model of academic advising, whereas academic advising is done almost exclusively by advisors from the Academic Advising Center. Upon further research, this model is utilized by 14% of higher education institutions in the united states and
Individuals’ perceptions of their life/worth have the power to control the goals that they can carry out and meet. Every day we are learning new things and everyone has his/her own unique ways of learning. My strong desire to help students with their academic, personal, and social needs make me a strong candidate as a school counselor. While completing my undergraduate degree in Early Childhood Program Administration I learned a great deal about myself. I have a passion for learning and want to share and express that love for learning with students. I feel that the Master of School Counseling program provides a direct path to my career goals of helping students to comprehend subject matter while learning to love learning as I do. Not only will
Student affairs can and should create holding environments to encourage forward movement as students develop. Kegan developed the orders of consciousness which serve as suggestions and guidelines for the most beneficial ways to challenge and support students in each stage of development. In Kegan’s orders, college students will become more aware of the self, move into socialization and the need for rewards, to a self-authoring mind when students develop responsibility and form relationships. Each of these themes can provide direction for student affairs. Providing opportunities for exploration and reflection will influence identity. Providing small things like food or free movie events during times when students may be feeling overwhelmed can help them feel appreciated and encourage them to keep moving forward. Maintaining high student outcomes will challenge students while other incentives will make them feel
School is one of the main stressors in the lives of students today. Because of this, counseling is an important aspect within the lives of every student that is enrolled in higher education. Academics overwhelm the mind and can even lead to physical sickness at times. It is important to receive counseling because it has a direct correlation to performance in school. Individuals who actively participate in counseling and see a therapist regularly are likely to have higher success rates in school. Some benefits of counseling include having a longer attention span and processing things quicker. Rather than spending time in school thinking about daily worries, those that seek counseling are able to focus on the task at hand and conquer that. On the other hand, individuals who do not see a counselor lack the outside support and tend to struggle more in school. Counselors can also advise students about what classes to take in school in order to prepare them for college. They can also help you maintain a positive support system and keep healthy relationships while at school. Although seeing a counselor may not appear to be something that is important, counseling can have a very positive affect within the academic
Mentors and mentees each benefit from successful relationships with one another due to the newfound success for the mentee and the the satisfaction reward for the mentor by seeing a person they guided make an achievement. Success from one of these relationships was found in a study conducted during 2015, where 1,139 students from 11 years and above in different school districts served as subjects. In the study, half of the adolescents received mentors while the other half would receive one following the study. After students with a mentor spent time with them, the students were provided with a survey in which students who reported their relationship with their mentor was “close” or “somewhat close” had widespread academic improvement. As a result of the experiment, it is evident that a significant number of students benefit from a mentor being by their side. If the mentee sensed an emotional connection with the mentor, that was all they needed to succeed in school, even though academic-related tasks may not have been on the agenda for the mentors and mentees during their time together
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions.
In conclusion, my dream is to become successful in college and benefit from college skills that will help me reach my future goals. However, I may have to be prepared for the obstacles that I might encounter, and learn to overcome them. Much of my success will depend upon my willingness to seek advice from experts and professors. In addition, I will have to learn how to build effective strategies that will help me achieve my dream of becoming successful students
As a future school counselor, I hope to bring greater awareness to students through classroom guidance lessons and individual or group counseling sessions. This includes being transparent with students about their academic progress and choices for their future. The final quote that resonated with me was on the idea of existential anxiety. Existential anxiety is “a deep feeling of unease that arises from our awareness of the givens: our existence is finite, we are mortal, and there is no purpose but the one’s we create for ourselves” (Seligman & Reichenberg, 2014, p. 182). Because this is an inevitable feeling, being more authentic in our lives will help prevent neurotic anxiety and guilt.
College students have countless options, almost to the point where it inhibits their ability to make decisions. With more classes than we can imagine, it is often difficult for people to imagine the end goal for themselves. As a result, many people feel lost despite the fact that they have full control of their life path. A classmate advised to “choose the person inside yourself that you want to be” (Baduwal). An end goal is necessary so that college students can envision the person that they want to be at the end of their college experience.
Academic advising plays a huge role in students’ lives and it is a share responsibility between the student and their advisors. There are many ways in which advising benefit students. Advising enhance students’ abilities to utilize the resources that colleges provide for their students. Guiding students to stay in the right track of their academic courses and following up with all the updates and requirements to graduate is also objectives of the advisors. Advisors encourage students to get involved in the college activities, such as clubs, sports, extra courses and so on of the resources that are available for students. They help students to find scholarships and prepare them to transfer to the next step of what they want to do after their college careers. There are many positive effects of having an advisor in your college career. However, many students these days do not take an advantage of this resource due to lack of Advising communication and others. Although the advising office and the advisors lack several skills, such as good communication, not enough time spent with students, and limited knowledge. However, there are many positive effects of having advisors
Counselors are able to advise more students through planned activities (Ordsmyth, 2002). There is also the need to support students through the transitional stage between significant events. Preparing a student to enter a four-year college, two-year college, military or job force is crucial to their future success.