Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Holding On and Letting Go | IntroDUCKtion 2017
Similar to Holding On and Letting Go | IntroDUCKtion 2017 (20)
More from Abigail Mizera
More from Abigail Mizera (8)
Recently uploaded
Recently uploaded (20)
Holding On and Letting Go | IntroDUCKtion 2017
- 1. Holding On and Letting Go
- 2. Balancing Perspectives Kris Winter, Ed.D. Associate Vice- President and Dean of Students
- 3. Balancing Perspectives Mariko M. Lin, Ph.D. Sr. Staff Psychologist, Education and Prevention Outreach Director University Counseling and Testing Center
- 5. Purpose of our session • Learn what to expect and how to prepare for your student's transition to college • Identify strategies to help support your student • Increase knowledge of campus resources that will help your student thrive at UO
- 6. Whose in the room? Counting your current student, how many children have you sent off to college? 1. One 2. Two 3. Three 4. Four or more
- 7. The Transition to College… • May be challenging at times for students...that is normal • May be challenging at times for families...that is normal • Resources and experts are available to support you.
- 9. Big Transitional Issues • New community and culture • Anxiety • Realities versus preconceptions
- 10. Critical issues for college students in transition • Identity development • Autonomy and independence • Developing competence • Life planning
- 11. Who are your students’ peers • Age • Oldest – 58-yo transfer, 37-yo first-time and first year • Youngest – 16-yo • Representing 47 states, DC, Puerto Rico • Big city to small town • NYC, population of 8.4 million • Elkton, Oregon, population of 195 • 25% are first-gen college students
- 12. Projected Demographics on Race
- 13. Racial Diversity Over Time
- 14. This Year’s Common Reading
- 16. As our philosophy and approach… We are committed to providing your student with the UNIQUE support they need and want to be happy, well, and successful
- 17. The Transition and Your Role OVERINVOLVED PARENT UNINVOLVED PARENT WELL-BALANCED PARENT _________________ PARENT TRUSTED GUIDE
- 18. How often do you expect to communicate with your student? 1) More than once a day 2) Once a day 3) 2-3 times per week 4) Once a week 5) Once a month 6) Less than once a month
- 19. Overparenting Defined “When we do for our kids what they can already do for themselves” “When we do for our kids what they can almost do for themselves” “When our parenting behavior is motivated by our own egos”
- 20. “When we parent this way we deprive our kids of the opportunity to be creative, to problem solve, to develop coping skills, to build resilience, to figure out what makes them happy, to figure out who they are. In short, it deprives them of the chance to be, well, human.” (Levine, 2006)
- 21. Consequences of Overparenting Studies have shown that students struggle when overparented with the following: LESS LIFE SATISFACTION MEDICATED LESS EXECUTIVE FUNCTIONING (Barker, et al. 2014) (Lemoyne & Buchanan, 2011) (Schiffrin, et. al, 2013)
- 22. Building Resilience • Resilience – process of adapting well to adversity • Recognizing stress and triggers • How does it show up • Coping strategies
- 24. This Summer • Engage in conversations about some of these topics • Practice having your student taking the lead • Give them permission to go • Check out resourcessafe.uoregon.edu
- 26. This Year • Practice the 24-hour rule • Resist the urge to fix things • Disappointment is a part of their life
- 27. When your student returns home • Give them time to “settle in” and breathe • Affirm the changes you observe • Renegotiate boundaries
- 28. Office of the Dean of Students • General referral source for students and parents for a variety of concerns • 24-hours/day, 7 days/week availability for student concerns • P: 541-346-3216
- 29. University Counseling and Testing Center • Consultations with family members when concerned about their student • Individual and Group Therapy • Referrals • After-Hours Support & Crisis Line • P: 541-346-3227
- 30. Final Thoughts • Have fun! Enjoy them. • Be thoughtful about what message you want to convey… I’m proud of you We love you We’ll miss you No matter what we’re here for you
Editor's Notes
- Kris
- Kris name, position, gender pronouns, the context in which we work with students/parents and family
- Mariko
- Mariko https://youtu.be/nHFgCW1lCmM
- Kris
- Kris When this student goes to college, will you be an “empty nester?”
- Kris https://www.youtube.com/watch?v=6QhusY1zAHI
- Kris https://www.youtube.com/watch?v=6QhusY1zAHI
- Kris
- Kris
- Kris Oldest new undergraduate is 58, a transfer student Oldest new first-time, first-year student is 37 Youngest new student is 16, a freshman New domestic students come from 47 states, DC and Puerto Rico Largest US hometown by population of a new domestic student: NY, NY (also…plenty of students from LA, the largest metropolitan area in the US) Smallest hometown by population of a new Oregon resident: Elkton, OR, pop. 195 First-generation college students - 25% of new freshmen are first-gen (students whose parents did not earn a Bachelor’s, Master’s, or Doctorate). 40% of new transfer students are first-gen.
- Kris
- Kris
- Kris
- Mariko Name and where they are from? From your perspective, what are you most CONCERNED or NERVOUS about for your student? From your perspective, What are you most EXCITED about for your student? From your student’s perspective, what are they…concerned/excited about? 1) by a show of hands] How many of you were excited about what your student was excited about? [ask for a few to name a few] 2) [by a show of hands] How many of you were concerned about what your student was concerned about? [ask for a few to name a few] 3) How many of you were or concerned or excited about different things than you thought your student would share? 4) [by a show of hands] How many of you have communicated these things to one another? [ask for a few to name a few]
- Mariko Of the 2700 Bachelor’s degree recipients in Spring 2017, only about 75 concluded their studies with a 4.0 GPA. The UO graduated around 2000 traditional undergraduates in Spring 2017 – those enrolling from high school and generally attending full-time. Of those, fewer than 50 graduated the university with a 4.0 GPA. From admissions page: Our goal is to help students identify questions and provide answers, connect you to resources on campus, and welcome you all to campus should your student choose the University of Oregon. College is about learning and development – your student’s AND yours Challenges of student life are part of the learning process We care deeply about your student and will work together with you on your student’s behalf Highlight: There WILL BE a transition for them AND their student. Most importantly, once we acknowledge the transition, let’s talk about how we work together in partnership Reassure we will equip families with what they need now and during the four years
- Mariko
- Mariko
- Mariko
- Mariko
- Mariko Less executive function capabilities (Barker, et. al., 2014) Lower sense of well-being; medicated for anxiety and depression (Lemoyne & Buchanan, 2011) Less satisfaction in life (Schiffrin, et. al., 2013) In 2013 the American College Health Association surveyed close to 100,000 college students from 153 different campuses about their health. When asked about their experiences, at some point over the past 12 months: 84.3 percent felt overwhelmed by all they had to do 60.5 percent felt very sad 57.0 percent felt very lonely 51.3 percent felt overwhelming anxiety 8.0 percent seriously considered suicide ------ Recent studies in past five years, “hovering” or helicopter parents and their students -Medicated, anxiety, depression (2011study of 300 student at University of Tennessee) “initial evidence for this form of intrusive parenting being linked to problematic development in emerging adulthood ... by limiting opportunities for emerging adults to practice and develop important skills needed for becoming self-reliant adults.” (2012 Journal of Adolescence, 438 college students) -reported significantly higher levels of depression and less satisfaction in life and attributed this diminishment in well-being to a violation of the students’ “basic psychological needs for autonomy and competence.” (Journal of Child and Family Studies, study in 2013, 297 college students) -highly structured childhood with less executive function capabilities (Executive function is our ability to determine which goal-directed actions to carry out)
- Mariko What does your student usually get stressed out about? What are there go to’s Are they healthy
- Mariko Listen - Give them a chance to fully share their story Ask questions (offer cues and prompts) What are you learning? (when struggling with something) What options are you considering? What do you think you should do? How can I be most helpful or supportive in this situation? Provide reassurance – What do you already know of your student as proof they can make it through? If they seem stuck What do you imagine my advice would be? Show trust in them I think you can handle this What support works best for your student? How can you demonstrate support beyond conversations? On which decisions would you want your student to seek your support When is it okay for them to ask a friend, UO staff, or Counseling Center therapists?
- Kris
- Kris
- Kris
- Kris
- Kris
- Mariko Specialty areas: AOD, interpersonal violence, transgender care, body image and disordered eating
- Mariko