The Targeted Advising Model

Patrick Cate Director of the Department of University Studies Plymouth State University, Plymouth, NH NACADA Region 1 2012 The Targeted Advising Model

History and overview of the model Results Q&A agenda

Please get into groups of convenience Finish this sentence: “The most frustrating part of working with an undeclared/undecided student is…” Things that make you go AHHHHH!

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 Why Undeclareds?

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. The College of University Studies

Exploration of Life Goals Exploration of Career/Educational Goals Selection of Educational Programs Selection of Courses Scheduling of Classes Terry O’Banion’s Model(1972) O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69.

Building Blocks of Developmental Advising

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! So what about the addiction? I started to notice something.

Precontemplation • Not ready • Contemplation • Getting ready • Preparation • Ready • Action • Changing • Maintenance • Keeping up The Stages Of Change Prochaska, 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.

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 James Marcia (based on Erikson’s work) Marcia, J. E., (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3, pp. 551-558

This is the “behind the scenes” counseling concept. All of the processes of change can be worked with using MI 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) What is Motivational Interviewing

Counselor directive for intrinsic motivation. Non-Confrontational Is used with mandated counseling --- advising! Basic Concepts

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. Core Principles

Precontemplation Deliberation Action TAM

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

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? Precontemplation topics

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

Top down or bottom up career decision methods. Deliberation Topics

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

Who would be the best resource for the final decision… What tailored opportunities are available? What your new role may be Action topics

Eliciting change language Relationship exists between language and action*. When MI not appropriately applied, opposite affect. Strength of commitment language Change language *Adolescent change Language within a Brief Motivational Intervention and Substance Use Outcomes John S. Bear,et all. Psychol Addict Behav. 2008 December; 22(4): 570–575.

Lack of motivation If you argue one side, the person will likely defend the other. Resist this “righting” reflex. Ambivalence

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 So what?

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? What about Your students?

“What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.” --- Pericles Open Discussion Patrick Cate Director of the Department of University Studies pcate@plymouth.edu

The Targeted Advising Model