characteristics of counseling and learning assistance help seekers

1. Characteristics of Counseling and Learning Assistance Help Seekers: An Exploratory Study. ACPA April 3 2007 Marcy Marinelli, Ph.D. Director Learning Assistance Service Margaretha Lucas, Ph.D. Staff Psychologist/Associate Professor University of Maryland Counseling Center

3. Cognitive and emotional development of college students From dualistic ‘we right v other wrong’ ‘authority figures know the Right Answer’ To relativism i.e. integration of values purposes and responsibilities

4. Development, cont. Erikson (1963) Moving from mastery to identity by exploration of attitudes, values and beliefs. Marcia (1966, 1993) Uses the dimensions of Exploration and Commitment to define Diffusion Moratorium Foreclosure Achievement

5. Transition theory Schlossberg (1984) Transition – event or non-event that results in change; can be anticipated, unanticipated, chronic hassles, and nonevent Context – relationship of person to transition; setting in which transition occurs

6. Transition Theory, cont. Impact – degree to which transition changes roles, routines, assumptions and relationships Transition Process – changing reactions over time for better or worse Phases of Assimilation – pervasiveness, disruption, integration for better or worse Appraisal – of transition, resources, results

7. The individual in transition

8. Students’ self-reported issues of concern Anxiety and depression (Chandler & Gallagher, 1996) Suicidality Eating Disorders Alcohol Abuse Relationship Difficulties (Upcraft, 2002) Learning Disorders

9. First and second year UM students’ top ten self-reported concerns (Boyd et al., 1999) Worries about grades 74% Procrastination 71% Studying Effectively 69% Pressure as a result of deadlines 65% Managing Time 64% Preparing for exams 61% Stress from overload 60% Sleeping too little 59% Remembering what they have read 54% Feeling nervous and tense 52%

10. Gender Issues Overt and covert discrimination Lack of role models Null environment Self- efficacy Academic expectancies Betz (1994)

11. Gender issues, cont. Reports of: Gender bias at institution (Ancis and Phillips, 1996) Women have more concerns about the future than men (Constantine, Chen, & Ceesay, 1997). Depressed female clients and career decision making (Lucas, Skokowski & Ancis, 1997). Women’s difficulties at school related to degree of symptoms, interpersonal problems and vocational barriers (Lucas & Berkel, 2005).

12. Gender Issues, cont. Women more often than men report being stressed by: Studying effectively Pressure as a result of deadlines Preparing for exams Overload Remembering what they’ve read Nervousness Test anxiety Boyd et al (1999)

13. Multicultural Issues Racial identity theory Exposure to racism Insecurity during Encounter stage Limited options perception during Immersion/Emersion stage Helms &Cook, 1999

14. Multicultural Issues, cont. Exposure to racism Asian American students’ need to preserve family wishes and values (Parents’) Immigrant status leads to seeking lucrative and secure careers Leong, 1991)

15. Multicultural Issues, cont. Top most common presented problems: Relationship difficulties Depression Academic concerns Stress management Constantine et al., 1997

16. Multicultural Issues, cont. Compared to White students, African/American students more often perceived external obstacles when pursuing their career goals (Lucas & Berkel, 2005) Asian/American female students often displayed a Diffuse identity (Boyd, hunt, Kandell, & Lucas, 2003)

17. Multicultural Issues, cont. Asian American students lacked goal clarity, which correlated with anxiety, depression, difficulties in relationships, work and study roles Needed information on jobs and job training Lucas & Berkel, 2005

18. Multicultural Issues, cont. First and second year UM students’ top ten self-reported concerns (Boyd et al., 1999) All minority students: Studying effectively Writing difficulties

19. Multicultural Issues, cont. African/American and Asian/American: Time management Speaking up in class (‘invisible’)

20. Multicultural Issues, cont. Asian/American: Pressure as a result of peer competition ( acculturation, ‘model minority’)

21. Multicultural Issues, cont. African/American and Hispanic students: Problems with Math

22. Multicultural Issues, cont. For those who: Perceived they had concerns that interfered with their studies Saw themselves as seeking help with for their concerns Did seek help Were likely to end the semester in good academic standing

23. National top self-reported impediments to academic performance 00/05 Stress 30% Cold/flu/sore throat 23% Sleep difficulties 23% Concern about friend/family member 17% Relationship difficulty 13% Depression/anxiety/SAD 13% Internet use/computer games 11%* *Reported by men more often than women American College Health Association, updated April 06 http://www.acha.org/projects_programs/ncha_sampledata.cfm.2006

24. Counseling Center intake clients’ data show that those who present with depression/anxiety symptoms tend to: have difficulties studying effectively self-management issues including personal planning, setting personal goals, establishing direction in one’s life.

25. Clients at UM Learning Assistance and Counseling Service Percents LAS CS Women 49 66 White 44 55 African/American 22 12 Asian 17 11 Hispanic 6 4 First Year 32 11 Sophomores 23 13 Juniors 17 25 Seniors 9 52

26. Top ten presenting problems (%) for UM Learning Assistance Service (N=806) (05-06) Earning better grades 47 Studying effectively 44 Managing time, getting things done 41 Taking exams 30 Understanding what you read 25 Listening/note taking 24 Memory 24 Reading speed 23 Math learning skills 20 Writing: organization 19

27. Difficulties concentrating 71 Feeling nervous, tense 59 Feeling irritable, angry 58 Heart pounding or racing 58 Feeling sad most of the time 56 Academic performance issues 54 Difficulty falling asleep 52 Not liking yourself 50 Difficulties making decisions 50 Feeling fearful, scared 48

28. Top ten presenting problems (%) for UM LAS (N= 806) and CS (N=991) (05-06) (overlapping items) LAS CS Motivation 18 77 Little Self-confidence 5 73 Studying effectively 44 71 Nervousness, tenseness 15 61 Depressed, down 7 59 Uncomfortable, shy 5 57 Academic performance 47 54 Making decisions 9 52 Standing up for your rights 4 46 Thought disturbances 5 20

29. Counseling issues presented by clients in LAS and CS offices, plus counseling issues of overlapping clients. (Reporting year '0405)

30. LAS CS LAS&CS CS&LAS Overlapping ITEMS N=733 N=677 N=47 N=47 Studying effectively 30 47 40 17 Feeling nervous, tense 10 58 17 57 Making decisions 7 64 17 57 Depressed, down, sad 6 61 19 64 Little self-confidence 5 48 19 36 Disoriented 5 87 13 87 Standing up for your rights 4 80 11 81 Uncomfortable, shy 4 61 9 49 Conflict with dept, advisor 2 30 11 26 Considering leaving UM 2 26 6 21 Eating problems 2 44 2 36 Discrimination issues 1 28 4 30

31. Where differences? Where overlap? Stigma Counselors in each service alert to?

32. Case presentations Sarah: Came to CS Majors in engineering Issues: Grief Transition Procrastination Many drop/adds in Fall semester Referral? Collaboration?

33. Joe Came to LAS Academically dismissed Issues: Procrastination Identity Referral? Follow up?