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Using Strengths-based Advising to Help Students Navigate Transition
Transcript of Using Strengths-based Advising to Help Students Navigate Transition
"You've got this"
Presented by Mary Chuinard
Oregon State University
Combination of informational and relational
Schreiner and Anderson, 2005
Goal of this advising model is…
“building a rapport with students, discovering their strengths, unleashing their hopes and dreams, and devising plans to make those hopes come true.” (Hudson & Bloom, 2007, p. 7)
similar to Appreciative Advising
1. Identify and affirm students’ strengths
Open ended questions about successes
Have them ask friends or family
Use measurement tools
Clifton Strengths Finder
Values in Action Inventory of Strengths
2. Help students envision their future
Discuss dreams and aspirations
Help them envision their possible selves
Particularly motivating for those from disadvantaged backgrounds
Strengths-based Advising Process
3. Design a plan for student to reach their goals
Address short and long term goals in line with strengths and values
Needs to be attainable and implementable
Identify multiple routes/paths to reaching goals
Brainstorm how to handle obstacles and remain motivated
4. Teach students to see the transferability of their strengths
Hardest, most overlooked, most important
Connect the dots between strengths and passions to future possibilities
Compare to what is familiar or important to them (ex. sports teams OR writing communication)
“How do we do this?”
Look at what already exists
Student leadership groups
Partnerships across campus
Advantage: Less financial and structural pressure on one unit
Disadvantage: Less control of deliverables from other units
Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition.
Schreiner, L. A., & Anderson, E. (2005). Strengths-based Advising: A New Lens for Higher Education.
Schreiner, L. A., Louis, M. C., & Nelson, D. D. (Eds.). (2012).
Thriving in transitions: A research-based approach to college student success
. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
Personal growth and strength developed... "I can do anything"Internal versus external locus of controlThriving versus maybe surviving
Peer Leadership Programs
Academic Support Centers
Opportunity versus threat
Growth versus failure
Look at big picture, not snapshot
"Good can come of this"
Develop multiple pathways to goals
Find what motivates
Make real-world connections
Normalize help-seeking process
Event perceived as significant occurs (whether expected/unexpected)
Positive Cognitive Appraisal