Work smart from the start - lessons learnt through trial and error -

1. Work smart from the start- lessons learnt through trial and error - A New team’s experience: Ruth Connelly Dalray de la Harpe Dave Jenkings Candice Chetty SSCSA CONFERENCE, Vanderbijlpark, SASept 2007

2. Overview • Historical context: lone counsellor • Problem statement: stats • Strategies: Partnership / theory / Process • Application • Outcomes

3. Student Counselling at the NMMU George George North Missionvale Vista PET-Main 2nd Avenue PET-College South UPE

4. Ratio: counsellors to students per campus S N M 2nd G

5. North campus: staff structure changes North George Missionvale 2nd Avenue South

6. 2007… difficulties “NEW” STAFF North N COUNSELLORS ENGINEERING (63%) REFERRALS for exclusion / warnings = 527 (17%)

7. Pressures of the System add 3 • Retention & Throughput • Expand services without expanding budget • Massification of interventions

8. Strategies • CC partnerships • Psychological theory • Student Theory • Positive Psychology: Wellness solutogenic • Instrumentation • Review – counselling process

9. SCCDC Main Purpose

10. Student Development Theory • The interventions are aligned with Student Development Theory, viz • Chickering 7 Vectors of Student Development – • Intellectual Competence • Holistic – interaction with the environment • Student Centred • Empower Student – self identification - Plan developmental programme • Proactive – early warning • Wellness: solutogenic

12. Positive Psycholgy: hope and optimism in terms of the future is a cornerstone belief. • “Whatever the personal origins of our conviction that the time has arrived for a positive psychology, our message is to remind our field that psychology is not just the study of pathology, weakness, and damage; it is also the study of strength and virtue. Treatment is not just fixing what is broken; it is nurturing what is best.” Selligman & Csikszentmihalyi (2000) Ref: American Psychologist: Positive Psychology: An Introduction

13. 4 step process: prepare diagram snake/ladders • SC referral letter from fac: sign up at SC (new way of communication) • Group assessment • Group feedback • Indiv sessions Twin process (ensures quality) • KEYS: group • Monitoring: indiv • (Landa Cope: communication) • Video of wkshop – alternative if they can’t fit into KEYS schedule (peer project) take care of ethics – mvmt of students on LSI continuum

14. GROUP PROCESS

15. Group Feedback Procedure

16. 3. E.g of a group • Perhaps we could demonstrate how it works • Use one of Dalray’s group profiles that we insert into our power point. Dave: forestry group – profile changed (demographics) – reflects impact on the learner profile

17. AGRICULTURE 1 Biographical backgroundhyperlink Table 1: Nationality Nationality Count Percent South African 20 90.9 International 2 9.1 Total: 22 Table 2: Age Age Group Count Percent [0-20] 15 68.2 [21 - 24] 5 22.7 NANA 2 9.1 Total: 22

18. Top Five Client Self Report Reasons • SE1 BAD TIME MANAGEMENT • SE1 can not concentrate for long periods of time • SE1 English - Notes (I am Afrikaans) • SE1 English - Notes, etc. • SE1 English notes • SE1 having two people in a room. • SE1 Inadequate computers • SE1 language • SE1 libary hours are to few. • SE1 Libary not open 24/7 • SE1 no quiet learning areas • SE1 not understanding all of the work completly • SE1 personal issues • SE1 Struggling to consentrate • SE1 Traveling alot from where I live to the cumpus • SE2 english plays a role (as it is not my first language)

19. Reported Issues Count % • 1.Course / programme choice 109 5.7 • 2.Finances 92 4.8 • 3.Tests and exams 262 13.7 • 4.Study management 155 8.1 • 5.Time management 184 9.6 • 6.1.Social environment – accommodation 62 3.2 • 6.2.Social environment – student life 23 1.2 • 7.1.Academic environment – in lectures 394 20.6 • 7.2.Academic environment – module content 80 4.2 • 7.3.Academic environment – language 90 4.7 • 7.4.Academic environment – facilities 226 11.8 • 8.Personal / emotional problems 65 3.4 • 9.Feelings about self 173 9 • Total:

20. Tests and exams • Question Count Section % Total % • 3.1. I know how to prepare for the 14 5.3 63.6 • expected test / exam • 3.2. I am motivated to prepare for tests 11 4.2 50 • and exams • 3.3. I can interpret tables and diagrams 18 6.9 81.8 • 3.4. I concentrate well during tests and exams 13 5 59.1 • 3.5. I can remember information easily 6 2.3 27.3 • 3.6. I experience test / exam anxiety 10 3.8 45.5 • 3.7. I can cope with test / exam anxiety 13 5 59.1 • 3.8. I understand the test / exam questions 16 6.1 72.7 • 3.9. I know how to answer the test / exam. 19 7.3 86.4 • questions (e.g • 3.10. I complete the tests / exams within 18 6.9 81.8 • the time limit

21. Other things that you would like to mention related to your tests and exams • Cant do mind maps that we have to do in our test although i know the work, eg soils and plants • i can sometimes give a non relevant answer to a question and not understanding the question.. • i sometimes forget work which i have studied due to not understanding fully of what i have learned • no • sometimes the exams are too tough and i sometimes don`t understand questions.

22. Personal / emotional problems • Question Count Section % Total % • 8.2. I am experiencing relationship difficulties 5 7.7 22.7 • 8.3. I have someone with whom I can share 15 23.1 68.2 • my problems • 8.8. I am anxious or worried 5 7.7 22.7 • 8.9. I have difficulty paying attention or 7 10.8 31.8 • concentrating • 8.12. I have time for myself 19 29.2 86.4

23. Outcomes Let us consider the mutual benefits to the following key role players / partners

24. STUDENTS STUDENT COUNSELLORS Student Counsellors & Research Psychologist STUDENTS FACULTY THE INSTITUTION THE INSTITUTION The Institution STAFF

25. Relationship with Faculty

26. Resilience Resources

27. Generic letter SC/Admin function: cutoff point aptitude measure Guidelines in referral letter Processing work booklet Feedback letter LEC diagnostic tool Group profile Faculty-based workshops SC KEYS: manuals, material and p/points Counsellors’ Resources for Retention

28. Confused! Frustration Lack of info: generic referrals Investigator: James Bond Confident / empowered Training opportunities – co-present Focused individual intervention i.t.o. referral Interventions are goal-directed (LEC confirms / Staff) Feedback letter builds relationship & partnership with lecturers Advocacy role: generate reports – FB: diplomatic format Counsellors Counselling with Confidence

29. North Student CounsellingIncreased capacity without increasing staff JAN - FEB JULY - AUG Single & Small group assessments Individual feedback slots 1hr – 90 mins Repetition / no peer learning or peer support 50 = 50 students = time

30. North Student CounsellingIncreased capacity without increasing staff JULY - AUG JAN - FEB Assessment strategy: GROUPS FB strategy: GROUPS Peer learning – normalisation Planning Follow-up group sessions Time spent per student

31. REACH: group and single assessments Only individual FB Usually 90 mins Repetition No peer learning No peer support 527 vs ???? REACH Only group assessment Only group FB with shorter indiv sessions without compromising quality + 90 = max 12 students (18) 90mins 6hrs: 7.5 North Student CounsellingIncreased capacity without increasing staff JAN - FEB JULY - AUG 50 = 50 students = time

32. “The big picture” Pre-2007– Jan 2007 Reactive July 2007 Reactive 12 Sept 2007 Proactive = • Early id • Timeous intervention • Mastery vs failure • Finance/Time • Developmental role • Informative profiles • Student support • Incr awareness • Measurable goals : EIP (tests) • Improved pass rates

33. Institutional spin-off • Retention and throughput - Early Identification Programmes - increased retention: economic & motivational implications for the students and the institution - quality graduate - curriculum supported by proactive intervention strategies - constructive communication and partnerships between faculty and support services (SS) - faculty and SS’s alignment with the mission and vision of the institution - holistic approach to developing student potential

34. Wider application of groups • Assessment & monitoring: demonstrated • Therapy • Self growth • Support groups • Faculty-based groups

35. Reference list: • Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction American Psychologist, 55(1), 5-14

36. Thank you Ruth, Dalray, Dave & Candice