Solution-Focused Advising with the Undecided Student

Solution-focused advising integrates solution-focused therapy with academic advising. Solution-focused therapy is apsychotherapeutic method that emphasizes the importance of strengths and goal achievement overpathology. The model is based on the positive presuppositions that change is always occurring and that clients can promote change through small steps from a perceived problem toward a goal. Academic advisors can apply solution-focused therapy to students who are undecided about a career major. A definition of an undecided student is presented as well as case samples that demonstrate solution-focused techniques in advising.

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Virtual Academic Advising in Challenging Times

The Impact Of COVID19 On The International Education System ◽

10.51432/978-1-8381524-0-6_14 ◽

2020 ◽

pp. 184-196

Author(s):

Georgina Argüello

Keyword(s):

Distance Education ◽

Learning Environment ◽

Academic Advising ◽

Colleges And Universities ◽

Academic Advisors ◽

Education Students ◽

Technology Tools ◽

New Learning ◽

Technology Applications ◽

Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

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Advisors as Interaction Designers

NACADA Journal ◽

10.12930/0271-9517-32.1.12 ◽

2012 ◽

Vol 32 (1) ◽

pp. 12-17 ◽

Cited By ~ 2

Author(s):

Pamela Shockley-Zalabak

Keyword(s):

Academic Advising ◽

Interaction Design ◽

Disruptive Innovation ◽

Annual Conference ◽

Academic Advisors ◽

Academic Advisor ◽

University Of Colorado ◽

Convention Center ◽

Definition Of

Pamela Shockley-Zalabak, Chancellor, University of Colorado Colorado Springs, gave the following speech at the 2011NACADA Annual Conference October 3, 2011, at the Colorado Convention Center in Denver. She provides an overview of changes affecting U.S. higher education, commentary on how those changes affect the role of the academic advisor, and the importance of helping students achieve life goals. She encourages academic advisors to embrace a broad definition of the academic advising profession and to lead change and innovation on campus. She relates personal teaching experiences, including her first instructor job at a federal prison, a chance meeting of a young woman who exemplifies today's college student, and the imperative that academic advisors engage in “disruptive innovation and interaction design” to better serve students.

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Techniques and Interventions of Solution-Focused Advising

NACADA Journal ◽

10.12930/0271-9517-22.2.79 ◽

2002 ◽

Vol 22 (2) ◽

pp. 79-85 ◽

Cited By ~ 3

Author(s):

James E. Burg ◽

Jennifer L. Mayhall

Keyword(s):

Conceptual Framework ◽

Goal Setting ◽

Academic Advising ◽

Positive Feedback ◽

Specific Information ◽

Undecided Students ◽

Novel Method ◽

Solution Focused ◽

Solution Focused Therapy

Solution-focused advising is a novel method for engaging students in the advising process. In NACADA Journal 22(1), we discussed a conceptual framework for understanding the integration of solution-focused therapy into academic advising of undecided students (Mayhall & Burg, 2002). In this article we expand on the introduction by providing specific information on the skills used in solution-focused advising. The techniques of goal setting, scaling questions, presuppositional questions, the miracle question, positive feedback, and homework assignments are discussed, and an illustration is provided for each intervention as it applies to various advising situations.

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Principles of Solution Focused Therapy and Their Application to Audiology

Perspectives on Public Health Issues Related to Hearing and Balance ◽

10.1044/phi15.1.27 ◽

2014 ◽

Vol 15 (1) ◽

pp. 27-33

Author(s):

James C. Blair

Keyword(s):

Basic Assumption ◽

Current Practice ◽

Helping Professions ◽

Patient Centered ◽

Therapy Approach ◽

Agents Of Change ◽

Centered Care ◽

Client Centered Therapy ◽

Solution Focused ◽

Solution Focused Therapy

The concept of client-centered therapy (Rogers, 1951) has influenced many professions to refocus their treatment of clients from assessment outcomes to the person who uses the information from this assessment. The term adopted for use in the professions of Communication Sciences and Disorders and encouraged by The American Speech-Language-Hearing Association (ASHA) is patient-centered care, with the goal of helping professions, like audiology, focus more centrally on the patient. The purpose of this paper is to examine some of the principles used in a patient-centered therapy approach first described by de Shazer (1985) named Solution-Focused Therapy and how these principles might apply to the practice of audiology. The basic assumption behind this model is that people are the agents of change and the professional is there to help guide and enable clients to make the change the client wants to make. This model then is focused on solutions, not on the problems. It is postulated that by using the assumptions in this model audiologists will be more effective in a shorter time than current practice may allow.

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