Freshmen 101: Adjusting to College Life

1. Freshmen 101: Adjusting to College Life Eugenia Lartey-Attigah, LPC, NCC Professional Counselor Savannah State University

2. Objectives* Discuss research about freshmen adjustment and retention in college/universities institutions.* Discuss the statistical data that led to the formulation of the support group.* Discuss outcome data from pilot support group sessions.* Discuss future plans for Freshmen support group.

3. Game Show TriviaDo you know your facts about college students? Come on down you are now the contestants for college feud

4. Survey Says……..Top Ten Freshman Year Issues • 1. Great Expectations: • 2. Roommates • 3. Drinking: • 4. Freshman 15 • 5. Sleep • 6. Money: . • 7. Homesickness • 8. Sex and Sexuality:  • 9. Schoolwork:  • 10. Organization

5. Let’s Talk…….. What do the symptoms of these challenges among freshmen look like?????????

6. Mental Health Challenges in College Students Mental illness is very common among all college students. According to mental health research conducted by the National Alliance on Mental Illness (NAMI): One in four students have a diagnosable illnesses 40% do not seek help 80% feel overwhelmed by their responsibilities 50% have become so anxious that they struggled in school

7. According to current research, the African American students’ college experiences are often heightened with psychological stressors which may influence psychosocial adjustment. Generally, college students experiencing difficulties with psychosocial adjustment will often access college counseling services to manage their experiences. However, for many Black college students, the barriers to seeking help are due to mistrust of mental health practitioners, cultural factors, economic issues, and reliance on friends, family and often times religious institutions. These barriers result in their lack of usage of professional services.

8. Freshmen 101 Roughly, two weeks into our fall semester 2018, I noticed an influx of traditional freshmen reporting symptoms associated with Adjustment Disorder with Depressed Mood Anxiety Disorder Bipolar Disorder As well as symptoms of impulsivity, explosive anger, irritability and overwhelming stress. Since Fall Semester 2018 (August 13, 2018), Savannah State University had 1,088 Freshmen registered for classes in Fall Semester 2018 of those, 833 were new freshmen. SSU counseling center has seen 121 freshmen. Out of the 121 freshmen serviced, approximately 20 percent of them were experiencing emotional distress related to“the freshmen experience.” 8

9. Tinto’s Explanatory Model of Dropout Theory • When a student starts college, they leave their families and old communities. The challenges becomes when they attempt to immerse themselves into the new environment before they have successfully adjusted to the new norms and values of college life. According Tinto, the student is in the transition stage. The following diagram explains Tinto’s dropout model.

10. Rethinking College Student Retention

11. Clover Model ( Social Emotional Development) Dr. Gil Noam and the PEAR institute developed The model is called Clover to conveys growth, luck, nurturance, and balance. It is a framework that helps us understand human developmental needs. It establishes a common language that can be used to communicate the strengths and challenges of youth.

12. Assertiveness • Assertiveness is about having agency and self-efficacy, the ability to negotiate one’s self in relation to others, and make decisions. All humans feel the need to affect the world around them. Assertiveness reminds us that young people need opportunities to develop their voices, make decisions for themselves, and master internal order and executive function. • One of the objectives, in the group process, was teaching the students effective communication and conflict resolution skills to communicate intense emotions, needs and advocate for themselves. • https://www.youtube.com/watch?v=04J2vghWwJk

13. Belonging • Belonging is about building strong relationships with peers and adults, group acceptance and group identity. The need for belonging is central to our early development in our attachment to our caregivers and continues throughout our lives in a variety of ways. Humans are social creatures, and group belonging is essential for well-being and survival. • One of the objectives, in the group process, was teaching the students boundary setting skills, and social skills to engage positively with peers. • https://www.youtube.com/watch?v=JrZnwpxOJSw

14. Reflection • Reflection describes the need to create and make meaning. It involves making sense of one’s own experiences, emotions and thoughts to create a sense of personal identity. Humans are conscious creatures; in fact, many philosophers have argued that the ability to reflect and take perspective is what makes humans unique. • One of the objectives, in the group process ,was teaching the students how to identify barriers to self-care. Students also learned the importance of self awareness and having a strong self esteem/efficacy. • https://www.youtube.com/watch?v=klT5sjgVj8Y

15. Active Engagement • Active Engagement is about physically connecting to the world. Everyone (regardless of physical ability) exists in their body—physical existence is the foundation of mental and emotional existence. The body is a significant factor in psychosomatic, eating, and stress disorders. • Implication of this concept, in the group process, was teaching the students how to become physically and mentally engaged in the “whole” college experience by joining organizations and participating in social events. In addition, they were encouraged to embrace academic responsibilities by becoming immersed in the learning process and developing collaborative relationships with their professors/campus resources. • https://www.youtube.com/watch?v=klKv697-gIk

16. Breakout Session • Let’s put the model to work! • Each group will be given a card, which contains a scenario • Identify the objective that is being addressed • Discuss how you as an individual will handle the situation • Now, how will you as a therapist facilitate active role modeling in a group session

17. Freshmen 101: Adjusting to College Life Support Group Outcomes Statistical Data Information September 20, 2018

18. Freshmen 101: Adjusting to College Life Support Group Outcomes Statistical Data Information October 4, 2018

19. Freshmen 101: Adjusting to College Life Support Group Outcomes Statistical Data Information October 18, 2018

20. Freshmen 101: Adjusting to College Life Support Group Outcomes Statistical Data Information October 25, 2018

21. Freshmen 101 Results The group participants gave self-report and completed feedback questionnaire about their group experience. When ask if the group met the objectives and provided the skills that were needed, the answer was unanimous. The following statements add validity to the model used to facilitate this group. “ I’ve liked the fact I was able to socialize and discuss issues that I have been suppressed”. “I wish there could be more students involved in the group”. “ We had fun with the group activities”. “ The food was good!” “I felt safe talking to my peers”. “It was good to see a familiar face going through what I am going through”. “ I think group should be every two weeks without stopping”.

22. Conclusion • Overall, the students who participated in the group experienced positive outcomes. They learned effective communication and conflict resolution skills. They were able to use coping skills to maintain and improve academic success. Friendships and alliances were developed during this process that continue to grow. Therefore, the facilitator can conclude that pilot Freshmen 101 was an overall success. • Nevertheless, facilitator assessed feedback outcomes and develop strategies to address group challenges. In order to have a more effective group ,the facilitator created a bulletin board in the Freshmen Living and Learning Center(FLLC). The facilitator collaborated with Freshmen Year Experience professors, and Student Orientation Leaders (SOL) as well as met with leaders in Student Affairs to discuss implementing group concepts in to Freshmen Year Experience Classes. • Additionally, the facilitator has taken into consideration the fact that the participants wanted the group to continue. Therefore, all participants will be allowed to attend the upcoming sessions as often as needed.

23. References S. E. Brewer, N. Nicotera, C. Veeh & J. A Laser-Maira (2018) Predictors of positive development in first-year college students, Journal of American College Health, DOI: 10.1080/07448481.2018.1440567 Noam, G. G., Allen, P. J., & Triggs, B. (2018). The measurement of youth social and emotional competencies in OST settings. In E. Devaney & D. Moroney (Eds.), Social and Emotional Learning in Out-of-School Time. Charlotte, NC: Information Age Publishing Jones, L. V., Ahn, S., Quezada, N. M., & Chakravarty, S. (2018). Enhancing counseling services for Black college women attending HBCUs. Journal of Ethnic & Cultural Diversity in Social Work, 1-16. doi:10.1080/15313204.2018.1449689 J. M. Braxton, W. R. Doyle, H.Hartley, III, A. S. Hirschy, W. A. Jones, M. K. McLendon (2014). Rethinking college student retention. San Francisco, CA: Jossey-Bass, A Wiley Imprint. Aljohani, O. (2016). A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education. Higher Education Studies, 6(2), 1-18. DOI:10.5539/hes.v6n2p1 Tinto, V. (1987). Leaving college: Rethinking the causes of student attrition. Chicago: University of Chicago Press. Tinto, V. (1993). Leaving college: Rethinking the causes and curses of student attrition. (2°d ed.). Chicago: University of Chicago Press. LOREM IPSUM DOLOR SIT AMET, CONSECTETUER ADIPISCING ELIT. 23

24. Thank You! Eugenia Lartey- Attigah,LPC LPC () (912) 358-3138358-3138 attigahe@savannahstate.edu Website