How to Redirect a Dream
•Download as PPTX, PDF•
1 like•189 views
If you have ever had to advise a student, you may have come upon someone whose academic record does not accurately reflect their goals. You may have encountered: The “future engineer” who placed into basic math; the student who hates science courses but wants to be a “nurse”; or the student who despises writing but wants to work in the law profession. Many students choose programs of study based on the desires of others or misinformation they have received from sources they trust. Those students develop unrealistic attachments to these goals and don’t perform to their academic capabilities. This interactive presentation will focus on the art of redirecting students to more successful outcomes using various strategies and methods.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to How to Redirect a Dream
Similar to How to Redirect a Dream (20)
Recently uploaded
Recently uploaded (20)
How to Redirect a Dream
- 1. How To Redirect A Dream By Alicia Freeman, M.S., LPCA - Coordinator, Disabilities Services Jairo McMican, M.S - Director, Admissions and Advising Services
- 2. Mantra I can! I will! I want to!
- 3. AGENDA • Introduction • Why This Matters • Icebreaker • What They Go Through • Advising Methods, & Techniques • Suggestions and Feedback
- 5. Why This Matters Our own anecdotal experiences & Retention! Retention! Retention!
- 6. ICEBREAKER
- 8. Advising Definitions • Foreclosure Students-The term was originally suggested by Erik Erikson (1958, 1959, 1963, 1968), who introduced it in reference to an undesirable—and typically unsuccessful—approach taken by adolescents to address their problems in forming a personal identity. • Volition or will is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving and is one of the primary human psychological functions. • Soft-Denial- presented gradually with objective data and external cues, rather than immediate rejection or labeling students as failures.
- 9. Student Identity and Advising • Chickering and Reisser- Jumping from Developing Competence to Developing Purpose • Tinto- Interactionalist Theory • Dweck- Growth and Fixed Mindset • Howard and Kuh- The Contract and Expectancy Theory • Shaffer & Zalewski-When students make premature commitments to socially acceptable career choices, the social approval that reinforced their choice often makes changing paths later doubly difficult as the person anticipates the loss of those reassuring expressions of approval and acceptance.
- 16. Person-Centered Approach (Carl Rogers) Unconditional Positive Regard
- 17. Stages of Change “Not everything that is faced can be changed but nothing can be changed until it is faced.” ~ James Baldwin~
- 24. Alternative Methods • Why? • 4 Elements of Fit • The Real 4.0 & Passion vs Interest • 7 A’s
- 26. 4 Elements of Fit by Jonathan Fields Payment Purpose Proficiency Passion
- 28. Jullien Gordon The Real 4.0 Personal Capital Intellectual Capital Social Capital Financial Capital Passion vs Interest Occupation Actions Feelings
- 30. Freak Factor-David Rendall 7 Strategies on finding your freak factor 1.Awareness- Identify Your strengths and weaknesses 2.Acceptance- Stop trying to fix your weaknesses 3.Appreciation- Embrace your unique characteristics 4.Amplification- Flaunt your weakness 5.Alignment- Find the right fit 6.Avoidance- Move out of situations that highlight your weaknesses 7.Affiliation- Partner with people that are strong where you are weak
- 32. Conclusion We need to look in different places to find what we are looking for. With the right encouragement we can do it. I can! I will! I want to!
- 33. We Appreciate Your Time and Attention Suggestions and Feedback? Alicia Freeman, M.S., LPCA - Coordinator, Disabilities Services freemana@durhamtech.edu Jairo McMican, M.S - Director, Admissions and Advising Services mcmicanj@durhamtech.edu
- 34. References Comprehensive Advisor Training and Development, 2nd Edition. (2010). Manhattan: NACADA. Gordon, J. (Director). (2013). 101 Things To Do Before You Graduate [Motion Picture]. Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. (2006). What Matters to Student Success: A Review of the Literature. National Postsecondary Education Cooperative. Retrieved from https://nces.ed.gov/npec/pdf/kuh_team_report.pdf LaMorte, W. (2016). The Transtheoretical Model. Retrieved from Behavioral Change Models: http://sphweb.bumc.bu.edu/otlt/MPH- Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories6.html Makela, J. P. (2006). Advising Community College Students: Exploring Traditional and Emerging Theory. Champaign: University of Illinois at Urbana=Champaign. McLeod, S. (2014). Carl Rogers. Retrieved from Simply Psychology: https://www.simplypsychology.org/carl- rogers.html Pizzolato, J. (2006 (1)). Complex Partnerships: Self-authorship and Provocative Academic Advising. NACADA Journal, 32-45. Rendall, D. (2011). The Freak Factor. Raleigh: SEADS Publishing. Shaffer, L. S., & Zalewski, J. M. (2011 (2)). "It's What I Have Always Wanted To Do." Advising the Foreclosure Student. NACADA Journal, 62-77.
- 35. 20 Questions • What is the biggest success that I’ve had? • What was the happiest day of my life? What was I doing? Who was I with? • What was my favorite class in school? Which part did I like best? • What do others consistently praise me for? • What activities energize me? When do I lose track of time? • What was my favorite job? What did I like about it? • What is the biggest failure that I’ve ever experienced? • What was my least favorite class in school? Which part did I dislike the most? • What do others consistently criticize me for? • What activities drain my energy? • What I wish I could change about myself? • Which tasks do I tend to procrastinate? • What was my worst job? What did I hate about it? • How can I build on my strengths? • How can I flaunt my weaknesses? How can I do more of what people tell me not to do? • How can I do the opposite of what everyone else is doing? • Who can I work with that is strong where I am weak? • What situations spotlight my strengths and make my weaknesses irrelevant? • How can I stick out instead of trying to fit in? • How can I stop doing activities that drain me and replace them with those that energize me?
Editor's Notes
- Thank everyone for coming Introduce ourselves Explain what we do Why we are here today Hope to make this fun and interactive
- I can I will I want to
- Hide one piece of each puzzle under some chairs Ask them to break up into groups of 4-6 Give them a puzzle or puzzle piece Ask them how they feel before we start Give them 1 minute to complete the puzzle.
- The key idea is a “soft denial,” presented gradually with objective data and external cues, rather than immediate rejection or labeling students as failures.
- Arthur Chickering's Seven Vectors The first is developing competence The second vector is the ability to manage emotions. The third vector is the movement through autonomy toward interdependence. The fourth vector is the development of mature interpersonal relationships. The fifth vector deals with the establishment of identity. The sixth vector is developing purpose. The seven vector is the development of integrity. Tinto-Separate, Transition, Incorporate Dweck-Fixed mindset believes they were born to do it. Growth mindset allows for adaptation Expectancy Theory Can I do it? Will I be rewarded? Do I value the reward?
- Denial
- Anger
- Bargaining
- Depression
- Acceptance This depends on whether or not they have a fixed or growth mindset. Fixed mindset just accepts it and gives up Growth mindset says okay now what can I do about it.
- Carl Rogers (humanistic psychologist) Based on Maslow’s Hierarchy of needs but adds that in order to “grow” a person needs and environment that provides them with: Genuineness – openness and self-disclosure Non-Judgmental/Unconditional Positive Regard – acceptance Empathy – listening and understanding Self-actualization being the ultimate goal (Maslow’s Hierarchy of needs)
- Developed by Prochaska and DiClemente is also called Trans-theoretical Model. It is an integrative model of behavior change.
- Pre-Contemplation – May want to change, but have no plans to do so in the immediate future.
- Contemplation – Seriously considering a change, but aren’t quite ready or don’t know how to get started.
- Preparation – Getting ready to take action. Building confidence to feel that the change is possible and better for them.
- Action – Actually doing something differently. Experimenting and making some changes. Support in this stage is critical.
- Maintenance – Successfully overcome obstacles to make a change, but must make an effort to maintain and avoid old behaviors.
- Termination – Adoption stage. Completely integrated and temptation to revert back is completely gone. No longer something you are trying to do. It’s who you are!
- Ask the student what they would like to do and ask “why?” three times in a row to get to the bottom of why they want to do it. Example: Advisor: What do you want to be when you finish school? Student: A Nurse Advisor: Why? Student: I have always wanted to be one. Advisor: Why? Student: My mom said it is a great job that makes a lot of money. Advisor: So you want to this because of your mom or yourself? Advisor: What do you want to be when you finish school? Student: A Mechanic Advisor: Why? Student: I like working on cars Advisor: Why? Student: I like working with my hands. Advisor: Why? Student: I don’t want to sit at a desk all day. Advisor: As a backup let’s figure out others jobs that you can use your hands and not have to sit at a desk.
- “To wish you were someone else is to waste the person you are.” Friedrich Nietzsche “The truth is that everyone has the same amount of self-control. The key to success is determining how you will use the self-control that you have. In other words, you don’t need more fuel, you need to become more fuel efficient. I believe that we all have the same amount of self-control. We don’t get more or less than anyone else. Successful people do not have extra discipline. They just use what they have more wisely.” p.78 The four elements of fit by Jonathan Fields “Career Renegade” Most people start with: Payment-How can I make the most money? Proficiency-Can I do it? Passion-Can I tolerate the job? Purpose-Will this activity cause anyone harm This is the correct order Passion-What do you love? Proficiency-What are your skills? Payment-How can you get compensated for activities that combine your passion and proficiency? Purpose-How can you make a difference
- Personal Capital-How well you know yourself? Intellectual Capital-One or Two skills that you can master. Social Capital-Who do you know that can help you achieve your goals? Financial Capital-Who knows that you know what you know? When your Intellectual Capital intersects with your Social Capital you make money. Passions vs Interest (Disciplined Practice vs Half-Hearted Play) Make time vs If you have time Aligning Passion and Profession Figure out Passions and Feelings, then find the job Write your dream occupation Write down 3 actions associated with that job Write down 3 feelings that job produces Scratch out the occupation Focus on the actions and feelings. That is what you truly want to do. The occupation does not matter as long as you are “doing and feeling” what that job entails.
- Deforming Beliefs 1)We believe that to be successful, we need to be normal, to fit in and not stand out. 2)Be flexible, balanced, and well rounded 3)We could fit in if we just try hard enough 4)We could fix our weaknesses if we just had enough self-discipline and perseverance. 7 Strategies on finding your freak factor Awareness-Identify Your strengths and weaknesses Acceptance-Stop trying to fix your weaknesses Appreciation-Embrace your unique characteristics Amplification-Flaunt your weakness Alignment-Find the right fit Avoidance-Move out of situations that highlight your weaknesses Affiliation-Partner with people that are strong where you are weak 20 Questions What is the biggest success that I’ve had? What was the happiest day of my life? What was I doing? Who was I with? What was my favorite class in school? Which part did I like best? What do others consistently praise me for? What activities energize me? When do I lose track of time? What was my favorite job? What did I like about it? What is the biggest failure that I’ve ever experienced? What was my least favorite class in school? Which part did I dislike the most? What do others consistently criticize me for? What activities drain my energy? What I wish I could change about myself? Which tasks do I tend to procrastinate? What was my worst job? What did I hate about it? How can I build on my strengths? How can I flaunt my weaknesses? How can I do more of what people tell me not to do? How can I do the opposite of what everyone else is doing? Who can I work with that is strong where I am weak? What situations spotlight my strengths and make my weaknesses irrelevant? How can I stick out instead of trying to fit in? How can I stop doing activities that drain me and replace them with those that energize me?
- Crepe Myrtle
- Ask them to look under the chairs and record how they feel after completing the puzzle.
- These are the 20 questions from Freak Factor
- Have students put the job they want into one of the quadrants. Figure out what the levels below and above are.