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

A New team’s experience:

Ruth ConnellyDalray de la HarpeDave JenkingsCandice Chetty

SSCSA CONFERENCE, Vanderbijlpark, SA Sept 2007

Overview

Historical context: lone counsellor Problem statement: stats Strategies: Partnership / theory / Process Application Outcomes

Student Counselling at the NMMU

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Ratio: counsellors to students per campus

North campus: staff structure changes

2007… difficulties

N COUNSELLORS

ENGINEERING (63%)

REFERRALS for exclusion / warnings = 527 (17%)

“NEW” STAFF

Pressures of the System add 3

Retention & Throughput Expand services without expanding budget Massification of interventions

Strategies

CC partnerships Psychological theory

– Student Theory – Positive Psychology: Wellness solutogenic

Instrumentation Review – counselling process

SCCDC Main Purpose

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

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

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 sessionsTwin 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

GROUP PROCESS

Group Assessment

Refer to “Keys to Success”

Workshop

Group Feedback

Arrange Individual

Counselling Session

Group Feedback Procedure

1. Divide into smaller groups

2. DiscussDomains

3. Feedback

4. Brainstorm

5. ReportsIndividual

Faculty

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

AGRICULTURE 1 Biographical backgroundhyperlink

Table 1: NationalityNationality Count PercentSouth African 20 90.9International 2 9.1Total: 22

Table 2: AgeAge Group Count Percent[0-20] 15 68.2[21 - 24] 5 22.7NANA 2 9.1Total: 22

Top Five Client Self ReportReasons

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)

Reported IssuesCount %

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:

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

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.

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

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

STUDENT COUNSELLORSSTUDENTS

STAFF

FACULTY

THE INSTITUTION THE INSTITUTION

STUDENTSStudent Counsellors & Research Psychologist

The Institution

Relationship with Faculty

BEFORE CURRENT

General referral letter from the faculty: “aptitude”

SC referral letter: - specific - incr individualized focus

Onus for readmission: SC Fac took responsibility

Current data to inform Current dataLEC profilesMonitoring data

Resources Resilience

Counsellors’ Resources for Retention

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 Counselling with Confidence

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

Student CounsellingIncreased capacity without increasing staff

JAN - FEB JULY - AUG

50 students = time 50 =

Single & Small group assessments

Individual feedback slots1hr – 90 mins

Repetition / no peer learning or peer support

Student CounsellingIncreased capacity without increasing staff

JAN - FEB JULY - AUG

Planning Follow-up group sessions

Peer learning – normalisation

Assessment strategy: GROUPS

FB strategy: GROUPS

Time spent per student

Student CounsellingIncreased capacity without increasing staff

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

JAN - FEB JULY - AUG

50 students = time 50 =

“The big picture”

Pre-2007– Jan 2007

Reactive

July 2007

Reactive

12 Sept 2007

Proactive

=

•Early id

•Timeous intervention

•Mastery vs failure

•Finance/Time

•Incr awareness

•Measurable goals : EIP (tests)

•Improved pass rates

•Developmental role

•Informative profiles

•Student support

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

Wider application of groups

Assessment & monitoring: demonstrated

Therapy Self growth Support groups Faculty-based groups

Reference list:

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

Thank you

Ruth, Dalray, Dave & Candice